UNIT PLAN Science 10 2nd G

Manuel V. Gallego Foundation Colleges, Inc.
Cabanatuan City
Basic Education Department
UNIT PLAN
Electromagnetic Spectrum, Electricity and Magnetism, and Light
SUBJECT: Science GRADE LEVEL: 10

TEACHER: Francisco T. Alcala Jr.
GRADING: Second
I. DESIRED RESULTS
CONTENT STANDARD
The learners demonstrate an understanding the different regions of the Electromagnetic Spectrum, relationship
between electricity and magnetism in electric motors and generators, and the images formed by different types
of mirrors and lenses.
PERFORMANCE STANDARD
The learners shall be able to;
 draw the electromagnetic spectrum with examples, their size, and their effects on human body;
 create a compilation of different ray diagrams;
 and create an electromagnet.
A. LEARNING COMPETENCIES
CODE
The Learners should be able to …
 compare the relative wavelengths of different forms of S10FE-IIa-b47

electromagnetic waves;
 cite examples of practical applications of the different S10FE-IIc-d48

regions of EM waves, such as the use of radio waves in
telecommunications;
 explain the effects of EM radiation on living things and the S10FE-IIe-f49

environment;
 predict the qualitative characteristics (orientation, type, S10FE-IIg50

and magnification) of images formed by plane and curved
mirrors and lenses;
S10FE-IIg51
 apply ray diagramming techniques in describing the
characteristics and positions of images formed by lenses;
S10FE-IIh52
 identify ways in which the properties of mirrors and lenses
determine their use in optical instruments (e.g., cameras
and binoculars);
S10FE-IIi-53
 demonstrate the generation of electricity by movement of
a magnet through a coil; and
S10FE-IIj-54
 explain the operation of a simple electric motor and
generator.
M: ESSENTIAL UNDERSTANDING
The learners demonstrate an understanding about the different regions of the Electromagnetic Spectrum and
the effects of different EM waves on human body, relationship between electricity and magnetism in electric
motors and generators, and the images formed by different types of mirrors and lenses in order to draw a
model of the electromagnetic spectrum with examples and their size, create a compilation of different ray
diagrams, and create an electromagnet.
ESSENTIAL QUESTIONS
1. How are the different electromagnetic waves in the EM spectrum affects our body?
2. How can we locate an image in front of different types of mirrors using ray diagramming?
3. How can moving coil between magnets produce electricity?
T: TRANSFER GOAL
Students on their own and in the long run will be able to demonstrate how we can produce electricity using
magnets to be substitute for fossil fuels, and utilize different electromagnetic waves to their full potential without
sacrificing the health of oneself, and others.
II. ASSESSMENT EVIDENCES
LEVEL OF SUMMATIVE FORMATIVE

ASSESSMENT
Knowledge Timed Long Quiz on Electricity and Quiz in the discovery of relationship of
Magnetism electricity and magnetism
Process Compilation of activities in ray Timed quiz in different properties of

diagramming. different Electromagnetic waves.
Understanding Essays on how different Essay on how can different images be

electromagnetic waves can a affect a formed using different types of lenses
human body. and mirrors.
Essay on how electricity can create
magnet and how a magnet moving
through a coil can generate electricity.
Product/ Grasps
Performance The society is evolving more and more every passing day, and along this
evolution is the innovations of the technology utilized in people’s lives, one of
them is Electromagnetism. As a member of Department of Science and
Technology, you’ve want to demonstrate the use of Magnetic Levitation (MagLev)
in the Department of Public Works and Highways that is being use nowadays in
Japan. You then decided to create a simple electromagnet to use for the
demonstration. Your output will be evaluated in its effectivity, durability, and
creativity.
III. LEARNING ACTIVITIES
Day 1 (September 11, 2017)
Learning Competency:
 demonstrate the generation of electricity by movement of a magnet through a coil S10FE-IIi-53
Instruction
 Pre-Test
 Explanation of the Performance Task
PERFORMANCE TASK
Grasps
The society is evolving more and more every passing day, and along this evolution is the innovations of the
technology utilized in people’s lives, one of them is Electromagnetism. As a member of Department of Science and
Technology, you’ve want to demonstrate the use of Magnetic Levitation (MagLev) in the Department of Public Works and
Highways that is being use nowadays in Japan. You then decided to create a simple electromagnet to use for the
demonstration. Your output will be evaluated in its effectivity, durability, and creativity.
Post-instruction
 Assignment : Electromagnetic Spectrum
Process question;
1. What is the electromagnetic spectrum?
2. What are the different types of electromagnetic waves in the spectrum?
3. What are the parts of the wave discussed previously in first grading?
Learning Competency
 compare the relative wavelengths of different forms of electromagnetic waves S10FE-IIa-b47
 cite examples of practical applications of the different regions of EM waves, such as the use of radio waves in
telecommunications S10FE-IIc-d48
The Electromagnetic Spectrum (pt.1)

Pre-instruction
 Checking of assignment
 Recall on the parts of a wave and basic concepts
Process questions:
1. What are the different parts of a wave?
2. What is a transverse wave?
3. Who proposed the wave theory?
Instruction
 Discussion on different electromagnetic waves, their nature, sources, uses, and effects on humans (Radio wave)
 Activity no. 5 How does Cellular Phones/Televisions/Radios works?
Process questions:
 What is the most common use of radio waves?
 In what material can we compare the size of the wavelength of the radio wave?
 Who first successfully utilize the radio waves?
 What is the effect of radio waves in human body?
 What is the function of the telecommunication antennas and satellites?
 How does a Television works?
Learning Competency
 explain the effects of EM radiation on living things and the environment S10FE-IIe-f49

Pre-instruction
 Review on the previous lesson
 Activity no.6 To microwave or not to microwave
Process questions:
1. In what aspect does Radio wave often used?
2. Does it post any harm to human?
Instruction
 Discussion on different electromagnetic waves, their nature, sources, uses, and effects on humans (micro wave)
Process questions:
1. Who discovered microwaves?
2. When did first successfully utilized it?
3. Who invented the Microwave oven? Does it have any bad effect to the human body?
4. What is its difference with radio wave?
5. What are the things that are only allowed to be put in a microwave oven?
Post-instruction
1. Assignment: What is Infrared?
Process questions:
1. Where the term infrared originated?
2. How did they see it as color red even if it is invisible to naked human eye?
Learning Competency

Pre-instruction
Instruction
 Discussion on different electromagnetic waves, their nature, sources, uses, and effects on humans (Infrared)
 Activity no.7 Infraready
Process questions:
 What are the different functions of Infrared waves?
 Is the Infrared wave really color red?
 Who first discovered and utilize Infrared waves?
 What is the most used for infrared waves today?
Learning Competency

Pre-instruction
Instruction
 Discussion on different electromagnetic waves, their nature, sources, uses, and effects on humans (Visible light)
 Activity no.8 Invisible light
Process questions:
 What is the correct order of the colors of the visible light on the EM spectrum?
 How can you relate the appearance of the colors of the rainbow with the energy each color gives off with?
 Is it possible to cook in a rainbow?
 Why human eyes can’t see the other electromagnetic waves?
 Is there an organism that can see other EM waves?
 What can blinds see?
 Can we really attain invisibility?
Learning Competency

Pre-instruction
Instruction
 Discussion on different electromagnetic waves, their nature, sources, uses, and effects on humans (Ultraviolet)
 Activity no.9 ULTRAviolet waves
Process questions:
 Who first discovered Ultraviolet waves?
 What are the uses of ultraviolet waves?
 Is it dangerous to the human body?
 What layer of the atmosphere filter out the Ultraviolet waves the Sun in our solar system gives off?
 What are the three classifications of U.V. lights?
 What is the difference between Filipinos and Americans in terms of UV protection?
 What is Melamine?
 Why is it important to apply spf sunblocks?
Learning Competency

Pre-instruction
Instruction
 Discussion on different electromagnetic waves, their nature, sources, uses, and effects on humans (Ionizing
waves; Ultraviolet, X-ray, and Gamma)
Process questions:
 What does Ionizing means?
 What makes your knowledge about Ultraviolet waves on the previous lessons tells us about the other two ionizing
waves?
 Who discovered the X-ray?
 How did the x-ray discovered?
 What is/are the difference between the classical x-ray device with the CT-scan?
Learning Competency

Pre-instruction
Instruction
 Discussion on different electromagnetic waves, their nature, sources, uses, and effects on humans (Ionizing
waves; Ultraviolet, X-ray, and Gamma)
 Activity no.10 Ionizing Waves
Process questions:
 What is cancer?
 What is the causes cancer?
 What is the electromagnetic wave giving off the most energy?
 Can Gamma rays really poison humans?
 What is radioactivity?
Learning Competency
 relate electromagnetic waves and radioactivity
Radioactivity
Pre-instruction
Instruction
 Discussion about Radioactivity.
Process questions:
 What is radioactivity?
 Why is radioactivity happening?
 What are the different types of radioactivity?
 What is the differences between different radioactive rays?
 Why do we need to guarantee ourselves to be protected from radiations from radioactive decaying materials?
 Why does radioactive decaying materials one of the many things that is being advised as one substitute to fossil
fuels?
Post-instruction
1. Assignment: What countries around the world already built their Nuclear powerplant?
Process questions
1. Is Nuclear power considered non-renewable power supply?
2. Is it evident that a country with Nuclear powerplants be a successful country in terms of economy?
Learning Competency
 distinguished benefits and drawbacks of using Nuclear power source
Nuclear Powerplants
Pre-instruction
 Checking of assignment
 Short review on previous lesson
Instruction
 Discussion about harnessing energy from radioactive decay.
 Activity no.11 Radioactive decay
Process questions
1. How can we harness energy from the Radioactive materials?
2. Why is the Bataan Nuclear Power plant closed?
3. What agency of the government takes responsibility in maintenance and establishment of Nuclear powerplants?
4. How strong should a Nuclear Powerplant be?
Learning Competency
 distinguished benefits and drawbacks of using Nuclear power source
 relate electromagnetic waves and radioactivity
Radioactivity and Nuclear Powerplant

Pre-instruction
 Short review on different types of radiations and the nuclear powerplant.
Instruction
 Quiz
Post Instruction
 Checking of quiz
Learning Competency

Pre-instruction
Instruction
 Long quiz about the electromagnetic spectrum.
Process questions:
1. What are the differences between the EM waves?
2. What is/are the relationships between Infrared with Ultraviolet waves?
3. What happens to the energy of waves as their wavelength increase/decreases?
4. What is the significance of the Ozone layer?
Post-instruction
 Checking of the quiz
 Assignment; What is light, and why can we see things?
Process questions:
1. Differentiate Cones and Rods.
2. What is the true nature of light?
3. What is the duality of light?
Day 10 (October 2, 2017)
Learning Competencies
 define light
 identify properties of light as it hits different matter
 identify different scientist who studied light
 create an essay that about valuing vision
 value the gift of vision and appreciate the struggle of the blinds
The Nature of Light, the Eye and Vision

Pre-Instruction
 Misconception Check
Instruction
 PPT discussion of the true nature of light, the mechanism of the eyes, and the duality of light.
Process questions
1. What is light?
2. Why can’t we see without light?
3. What is the difference of cones and rods?
4. How does the eyes work?
5. Who proposed the duality of light?
6. What happens to light as it hits different kinds of matter?
7. What does blindness do to the life of humans?
Post Instruction
 What have I learned (self Assessment)
Learning Competency
 define mirror
 identify the law of plain mirrors
 differentiate different types of mirrors
 enumerate different types of mirrors and lenses
 use Ray diagramming in predicting images formed by different types of mirrors
 predict the qualitative characteristics (orientation, type, and magnification) of images formed by plane and curved
mirrors and lenses S10FE-IIg50
 Value the importance of using different types of mirrors
Mirrors
Pre-instruction
 3Locks-4persons-4questions
Instruction
 PPT Discussion on different Mirrors and Lenses
 Ray Diagramming
Process questions
1. What happens to light when it hits a mirrors?
2. What are the different types of mirrors?
3. What image does a plain/ concave/ convex mirror creates?
4. Where can you usually see convex and concave mirrors?
Post-instruction
 Short Answer
Directions: In a 1/4 sheet of paper, create a short answer on the question below. Write objectively and support your
answers. Avoid erasures.
Question: What is the importance of having different types of mirrors? Elaborate your answer.
Learning Competency
 define lens
 differentiate different types of lenses
 enumerate different types of mirrors and lenses
 identify process of Snell’s Law
 solve problems involving Snell’s Law
 use Ray diagramming in predicting images formed by different types of lens
 create a comparative table on images formed by plain and curved mirrors and lenses
Lenses
Pre-instruction
 Logic Burst
Directions: You will be reading logical questions on the presentation. Your task is to think of a logical way on how
to solve the problem. Present your answer in class.
Instruction
 PPT Discussion on different Mirrors and Lenses
 Ray Diagramming
Process questions
1. How can we trace the location of an image due to its location from the lens?
2. What is the difference between the effects of lenses and mirrors to light?
3. What are the different uses of lenses and mirrors?
4. Why is it important to develop lenses and mirrors?
5. What is the difference between mirrors and lenses?
Post Instruction:
Quiz:
Questions:
Part I. Identification
1. The type of mirror that could cover a large area while seeing the area in the surface of the mirror.
2. The electromagnetic wave that allows human individual to see things.
3. The disease that makes it hard for the reader to read due to the so called ‘moving letters’ effect to words.
4. The type of specialist who specializes in the treatment of the Iris.
5. The part of the eye that gives color to the Human eye.
6. The type of mirror that could enlarge the image of the object.
7. The only medium of light that has the index of refraction equal to 1.333.
8. The type of lens that makes incident rays of light to converge to each other.
9. The property of light being exhibited by mirrors.
10. The property of light as it hits a lens or another medium.
Enumeration
1. What are the different types of Mirror? (3pts)
2. What are the different types of Lens? (2pts)
3. What are the different medical condition of the human eyes? (4pts)
Essay
1. What is the difference between the three different types of mirror? What is being more utilized up to today?
Elaborate your answer.
Learning Competency
 identify ways in which the properties of mirrors and lenses determine their use in optical instruments (e.g.,
cameras and binoculars) S10FE-IIh52
Correcting Vision
Pre-instruction
 Short review about the last lesson
Process questions
1. What is the differences between Lens and Mirrors?
2. How did the invention of Telescope affect the discoveries in different fields of science?
Instruction
 Discussion about the different disorders of the eye.
Process questions
1. How does a Nearsighted person being cured of his problem?
2. How does a farsighted person being cured of his problem?
3. How does a dyslexic person reads?
4. How can we read the magnification of prescribed eyeglasses?
5. What do we call of the person whose specialty is with the study of the eyes?
6. What is Astigmatism and how can it cured?
7. What is Cross-eyedness?
Learning Competency
Snell’s Law
Instruction
 Discussion on the history of Snell’s law
 Activity no.11 Snell’s law
Process questions
1. Who discovered and proposed Snell’s law?
2. What is refraction?
3. What are the different refraction index of different materials?
4. How is the speed of light differ in different materials?
5. How can we compute for the speed of light in other medium using the Snell’s law?
6. Why does light travel in different speed due to its medium?
Learning Competency
 apply ray diagramming techniques in describing the characteristics and positions of images formed by lenses
S10FE-IIg51
Ray Diagramming (pt.1)

Instruction
 Discuss how to do Ray diagramming with a concave mirror.
 Activity no.12 Ray Diagramming Concave mirror
Process questions
1. What are the different labels we used in ray diagramming?
2. How can we Ray diagram?
3. Is the nature of the object never obstructed upon reflecting in a concave mirror?
4. What are the different characteristics of the image depending on the location of the object from the mirror?
Learning Competency
S10FE-IIg51
Ray Diagramming (pt.2)

Instruction
 Discuss and make examples in ray diagramming of images formed in front of a convex mirror.
 Activity no. 13 Ray diagramming Convex
Process questions
 What are the different images that can be formed if the object is in different locations from the convex mirror?
 Is it possible to have no image formed at all when placed in a certain place from a convex mirror?
October 12-13, 2017 Second Achievement Test
Learning Competency
S10FE-IIg51
Pre-Instruction
 Short review on previous lessons
Instruction
 Long quiz
Process questions
1. What are the different uses for mirrors?
2. Why did the discovery of mirror considered a big leap for the development of science and technology?
3. How to do ray diagramming?
4. Is there restrictions in ray diagramming?
History of the Discovery of Electromagnetism
Instruction
 PPT Discussion on the discovery of Electromagnetism (from the coincidence of Sir Hans Christian Oersted to
the helix of wires acting as a permanent magnet Sir Andre Marie Ampere to first practical electromagnet of Sir
William Sturgeon)
Process Questions:
1. Who discovered the relationship of electricity and magnetism due to a mere coincidence?
2. What is magnet?
3. What is a magnetic compass?
4. How does a magnetic compass works?
5. What happens when a magnetic compass gets near a live wire?
6. Who first created an electromagnet?
 Activity no.1: Timeline (tabular form)
Assignment:
1. Where do magnets originate?
Process Questions:
1. Are magnets natural or artificial?
2. What is Lodestone?
The Magnet; its origin and uses
Pre-instruction
 Checking of Assignment on where magnets originate
 Quiz on the history of discovery of electromagnetism
Instruction
 PPT Discussion on the origin of magnets and its uses
Process Questions:
1. What is Natural magnet?
2. What is Lodestone?
3. Why is it important that the Earth maintains its magnetic property?
4. What will happen to us if the Sun’s solar radiation directly hits us.
5. What inventions did Electromagnets made to life?
6. Why do we need to create electromagnets, can’t we just rely on natural magnets?
October 19-20 BSP and GSP in-house camping and investiture
The Magnetic Field of the Earth
Pre-Instruction:
Brief discussion of magnetic field.
Instruction
 Activity No.1 The Earth’s Magnetic Field
Direction: Though the Earth’s Magnetic field is naturally invisible, we can use representations. Draw; the
Earth’s magnetic field when it is not hit by Solar radiations, and the Earth’s magnetic field when it is hit by solar
radiation.
Process Questions:
1. What do Earth’s magnetic field look like?
2. Will the Earth’s magnetic field changed if it is hit by Solar Radiation?
The magnetic force a kinetic charge experiences
Pre-Instruction
 Discussion about the nature of Magnetic force
Instruction
 Activity No.2 Compute for that force
Direction: Calculate for the force a moving charge can experience from an external force.
Process Questions:
1. What are the factors affecting the force a moving charge can experience?
2. Why is it important for us to learn this?
The Magnetic force a current-carrying wire experiences
Pre-Instruction
 Review about the magnitude a moving charge experiences
 Boardwork on an example of this problem.
Instruction
 Discussion about the force a current-carrying wire can experience
 Seatwork solving two problems in this set-up
Process Questions:
 What are the different factors affecting the magnetic force that a current-carrying wire experiences?
 How can this knowledge affect our background in the formation of electromagnets?
 explain the operation of a simple electric motor and generator S10FE-IIj-54.
The DC-motor
Pre-Instruction
 Discussion about different types of power sources and the mechanism of DC motor.
Instruction
 Activity no.3 The Francis Turbine
Process Questions:
1. What is the first law of Thermodynamics?
2. What are the parts of a DC motor?
3. How does a DC motor works?
4. How can a hydrothermal, geothermal, and wind will create electricity?
Day 24 (November 6, 2017)
Pre-instruction
 short review about the lessons already discussed.
Instruction
 Long quiz
Process questions:
1. Who are the different scientists who pioneered in the discovery of electromagnetism?
2. What are the different uses of magnets before, and the electromagnets today?
3. What are the standard formulas for that lead the world to further understand the nature of
Electromagnetism?
4. Why is the discovery of Electromagnets important?
Foundations of Electromagnetism
Pre-instruction
 Checking of long quiz
Instruction
 Discussion on different scientist who continue to develop the field of Electromagnetism.
 Activity no. 4 Complete that table
Process questions:
 Who are the different scientists who further study about electromagnetism?
 Why did they pursue to study electromagnetism?
 Do you think these scientists would be acknowledge if the simple accident at Oersted’s laboratory didn’t happen?
Post-instruction:
Assignment: Who is Heinrich hertz?
How does cellular phone work?
Process questions:
1. What is the significance of electromagnetic waves in the development of telecommunication?
2. What is the significant discovery of Heinrich Hertz?
 Understand the true nature of light
Wave theory
Pre-instruction
 Checking of Assignments.
Instruction
 Discussion about the discovery of the wave nature of electromagnetism, and its relationship with light
Process questions:
 What is vacuum?
 What is the relationship of light and electromagnetism?
 What is the speed of light in a vacuum?
 What is the duality of light?
 Who proposed that the light has particles and wave nature?
Post-instruction:
 Assignment: LASER
Process questions
1. What is Laser?
2. What did the acronym LASER stands for?
3. Who first utilize LASER and for what purpose?
4. Why is it possible to be blinded using LASER?
5. What are the different uses of LASERs?
 understand the improvement and utilization of light in the form of LASER
Pre-instruction
 checking of assignment
Instruction
 Discussion about the discovery and innovations for LASER
Process questions
1. What is Laser?
2. What did the acronym LASER stands for?
3. Who first utilize LASER and for what purpose?
4. Why is it possible to be blinded using LASER?
5. What are the different uses of LASERs?
Post-instruction
 Reminder to review for the long quiz
Pre-instruction
 Submission of notebooks
Instruction
 Long quiz
Post-Instruction
 Reminder for the submission of the culminating product.
Submission of Culminating Activity

Grasps
The society is evolving more and more every passing day, and along this evolution is the innovations of the technology
utilized in people’s lives, one of them is Electromagnetism. As a member of Department of Science and Technology,
you’ve want to demonstrate the use of Magnetic Levitation (MagLev) in the Department of Public Works and Highways that
is being use nowadays in Japan. You then decided to create a simple electromagnet to use for the demonstration. Your
output will be evaluated in its effectivity, durability, and creativity.
November 16-17, 2017 Second Periodical Test
IV. RESOURCES/ MATERIALS/ REFERENCES
Print:
Antonio et. al, Science for the 21st Century Learner, Diwa Learning Systems, Inc. 1229 Makati City
Giancoli, Doulas C., Physics: Principles with applications sixth edition, Pearson Education south asia pte. Ltd.
23-25 First Lok Yang Road Jurong, Singapore 629733
Internet:
https://www.thoughtco.com/electromagnetism-timeline-1992475 History of Electromagnetism
https://www.nasa.gov/audience/forstudents/k-4/dictionary/Magnet.html Magnets
http://mysteriousuniverse.org/2016/05/earths-magnetic-field-is-weakening-and-we-dont-know-why/ and
https://www.nasa.gov/mission_pages/sunearth/news/gallery/Earths-magneticfieldlines-dipole.html Earth’s
Magnetic Field
https://science.hq.nasa.gov/kids/imagers/ems/waves2.html,
http://www.ducksters.com/science/physics/types_of_electromagnetic_waves.php ,
https://www.livescience.com/50260-infrared-radiation.html , http://www.brainsync.com/brain-states/gamma.html
, https://science.hq.nasa.gov/kids/imagers/ems/uv.html Electromagnetic spectrum
https://www.nobelprize.org/nobel_prizes/themes/physics/ekspong/ Snell’s law
https://www.sciencelearn.org.nz/resources/49-refraction-of-light Refraction of light
https://www.nobelprize.org/nobel_prizes/themes/physics/ekspong/ Duality of light
https://www.livescience.com/38169-electromagnetism.html Electromagnetsim
https://science.hq.nasa.gov/kids/imagers/ems/index.html Electromagnetic spectrum
https://www.theatlantic.com/technology/archive/2011/08/6-animals-that-can-see-or-glow-in-ultraviolet-light/
243634/ Organisms that sees more than visible light
https://www.ehs.iastate.edu/radiation/x-ray-devices x-ray
https://www.mindvalleyacademy.com/blog/mind/gamma-brain-waves Gamma brain waves
https://www.livescience.com/50259-microwaves.html Microwaves
https://www.thoughtco.com/invention-of-radio-1992382,
http://public.wsu.edu/~bryan.mclaughlin/Radio/Who_Invented_Radio.html Radio
https://science.hq.nasa.gov/kids/imagers/ems/visible.html Visible light
Prepared by:
MR. FRANCISCO T. ALCALA JR.
Instructor
Reviewed by:
MRS. JENNELYN Z. DIONISIO
Science/Junior High School Coordinator
Recommending Approval:
MRS. RACHELLE PECSON-MUSNGI

Principal, Basic Education Department
Noted by:
DR. CORAZON QUINTANA

Executive Vice-President

UNIT PLAN Science 10 2nd G

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UNIT PLAN Science 10 2nd G

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Manuel V. Gallego Foundation Colleges, Inc.

SUBJECT: Science GRADE LEVEL: 10

The Learners should be able to …

 compare the relative wavelengths of different forms of S10FE-IIa-b47

 cite examples of practical applications of the different S10FE-IIc-d48

 explain the effects of EM radiation on living things and the S10FE-IIe-f49

 predict the qualitative characteristics (orientation, type, S10FE-IIg50

II. ASSESSMENT EVIDENCES

LEVEL OF SUMMATIVE FORMATIVE

Process Compilation of activities in ray Timed quiz in different properties of

Understanding Essays on how different Essay on how can different images be

III. LEARNING ACTIVITIES

Day 1 (September 11, 2017)

The Electromagnetic Spectrum (pt.1)

Day 3 (September 13, 2017)

The Electromagnetic Spectrum (pt.2)

The Electromagnetic Spectrum (pt.3)

The Electromagnetic Spectrum (pt.4)

Day 6 (September 19, 2017)

The Electromagnetic Spectrum (pt.5)

The Electromagnetic Spectrum (pt.6)

Day 8 (September 21, 2017)

The Electromagnetic Spectrum (pt.7)

Day 9 (September 25, 2017)

Day 11 (September 27, 2017)

Radioactivity and Nuclear Powerplant

Day 12 (September 28, 2017)

The Electromagnetic Spectrum (pt.8)

The Nature of Light, the Eye and Vision

Day 11 (October 3, 2017)

Day 13 (October 5, 2017)

Day 14 (October 9, 2017)

Day 15 (October 10, 2017)

Ray Diagramming (pt.1)

Day 16 (October 11, 2017)

Ray Diagramming (pt.2)

Day 19 (October 18, 2017)

Day 21 (October 24, 2017)

Day 22 (October 25, 2017)

Day 26 (November 8, 2017)

Day 27 (November 9, 2017)

Day 27 (November 13, 2017)

Submission of Culminating Activity

IV. RESOURCES/ MATERIALS/ REFERENCES

MRS. RACHELLE PECSON-MUSNGI

DR. CORAZON QUINTANA

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