Daily Lesson Log Grade 10 11th Week

School: MAGDUM NATIONAL HIGH SCHOOL Grade Level: GRADE 10 Formatted Table
DENNIS N. MUÑOZ, RN, RM, LPT SCIENCE: Force, Motion, and

Teacher: Learning Area: Energy
DAILY LESSON LOG August 6, 2018, 2018 – August 10, 2018
Grade 10 Bonifacio (9:26-10:46 am)
Grade 10 Diamond (2:02 – 3:02)
SECOND QUARTER/
Teaching Dates and Time: Quarter: SECOND GRADING PERIOD
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

August 6, 2018 August 7, 2018 August 8, 2018 August 9, 2018 August 10, 2018
I. OBJECTIVES
The learners demonstrate an understanding of:
A. Content Standards 1. the different regions of the electromagnetic spectrum.
*The Learners shall be able to assemble a simple model of the

B. Performance Standards relationship between electricity and magnetism.
1. Make a simple device that shows how a magnetic field exerts a force
on a 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.
C. Learning Competencies/ The learners should be able to…
Objectives (with LC code)
1. compare the relative wavelengths of different forms of electromagnetic
waves; S10FE-IIa b-47
A. Learning Objectives RPMS Training RPMS Training RPMS Training 1.Describe the properties of light
2. Differentiate beam of light from ray of light.
3. Discuss the development of the electromagnetic theory.
4. Describe how electromagnetic (EM) wave is produced and
transmitted.
5. Differentiate Mechanical Wave from Electromagnetic waves
6. Compare the relative wavelengths, frequencies and energies of the
different regions of the electromagnetic spectrum.
II. CONTENT Properties of Light

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pp. 115 - 119
2. Learner’s Materials pages Pp. 112-134
3. Textbook pages Rex GRADE 10 Science pp. 90-100
4. Additional Materials from PowerPoint Presentation of the origin and controversies about properties
Learning Resource (LR) portal of light
Computer laptop
Colored Television
B. Other Learning Resources Internet Resources:
1. Electromagnetic spectrum:
https://www.youtube.com/watch?v=cfXzwh3KadE&t=105s
2. Properties of light https://www.youtube.com/watch?v=bP4i1KUfB3o
IV. PROCEDURES
 Reviewing previous lesson or ELICIT (10 MINUTES)
presenting the new lesson Review of what are the Primary colors
Review what are the secondary colors
The Spectrum of colors of the rainbow
 Establishing a purpose for the ENGAGE (15 MINUTES)

lesson
 Presenting examples/instances Show the internet video of Properties of light
of the new lesson https://www.youtube.com/watch?v=bP4i1KUfB3o
Graphic organizer - Students will answer the vocabulary enrichment for

Electromagnetic wave
List three devices that make use electromagnetic wave properties?
How will these devices function if EM waves were not discovered or their
properties were found to be limited?
 Discussing new concepts and EXPLORE (15 MINUTES)

practicing new skills #1
(Student’s Activity) Show the Electromagnetic spectrum video:
 Discussing new concepts and https://www.youtube.com/watch?v=cfXzwh3KadE&t=105s
(Student’s Activity) Tabulation of
The Electromagnetic Wave Theory
Identify which electromagnetic spectrum region across the top of the

table and used by the services listed on the left side of the table
Group activity by Pair:

1. Inquiry Laboratory activity: HOW DOEAS A BEAM OF LIGHT
TRAVEL?
What does this activity tell you about the properties of light in relation to
particles and to electromagnetic waves?
Discuss the development of the electromagnetic theory.
 Developing mastery (leads to EXPLAIN (5 MINUTES)

Formative Assessment )
 Finding practical applications of ELABORATE (10 MINUTES)

concepts and skills in daily
living
 Making generalizations and
abstractions about the lesson
Using Venn Diagram show the Similarities and Differences of EM
from MW
 Evaluating learning EVALUATE (5 MINUTES)
Electromagnetic Waves
1. Electromagnetic waves are made by __________.

A) vibrating electrical charges
B) strong compressions
C) vibrating water molecules
D) vibrating air molecules
2. What type of waves do not require matter to carry energy?
A) mechanical
B) electromagnetic
C) transverse
D) compressional
3. Electric current passing through a wire produces __________.
A) a compass
B) a permanent magnet
C) a magnetic field around the wire
D) geographic poles
4. Which of the following has the shortest wavelength?
A) green light
B) X rays
C) radio waves
D) infared radiation
5. Magnetic fields that surround all magnets exert __________.
A) the magnetic force
B) electric current
C) resistance
D) air pressure
6. Which of the following enables your body to make vitamin D?
A) ultraviolet radiation
B) infared waves
C) gamma rays
D) visible light
7. The entire range of electromagnetic wave frequencies is known
as __________.
A) visible light
B) ultraviolet radiation
C) the electromagnetic spectrum
D) magnetism
8. The energy carried by an electromagnetic wave is called
__________ energy.
A) thermal
B) mechanical
C) radiant
D) potential
9. __________ is a molecule composed of three oxygen atoms.
A) Ozone
B) Nitric oxide
C) An antioxidant
D) CFC
10. What exerts the force that causes other electric charges to
move?
A) conductors
B) the electric field
C) electrical poles
D) insulators
11. Which of the following devices does NOT utilize radio waves?
A) cellular telephone
B) radar
C) satellite
D) television remote control
12. Protons have a __________ charge and electrons have a
__________ charge.
A) negative, neutral
B) positive, negative
C) positive, neutral
D) negative, positive
13. Which of the following electromagnetic waves can break
molecular bonds?
A) radio waves
B) microwaves
C) infared waves
D) gamma rays
14. The negatively charged particles in an atom are called
__________.
A) electrons
B) protons
C) neutrons
D) negatrons
15. Global Positioning System is a system of satellites, ground

monitoring stations, and receivers that __________.
A) broadcast television signals
B) provide two-way radio service for police
cars, fire trucks, and ambulances
C) provide mobile telephone service
D) provide information about the receiver's
exact location at or above Earth's surface
16. As frequency increases, wavelength __________.

A) becomes faster
B) increases
C) decreases
D) remains constant
17. Waves that use matter to transfer energy are called __________
waves.
A) mechanical
B) medium
C) electromagnetic
D) mass
18. __________ is the number of vibrations that occur in 1 s.
A) Interference
B) Frequency
C) Amplitude
D) Wavelength
19. Radio waves with wavelengths between 10 cm and 1mm are
called __________.
A) microwaves
B) X rays
C) infared waves
D) ultraviolet waves
20. __________ is the distance from the top of one crest of a
transverse wave to the top of the next crest in that wave.
A) Wavelength
B) Amplitude
C) Frequency
D) Wave velocity
 Additional activities for EXTEND

application or remediation
1. Conduct a research on the history of social media in the
Philippines identify the gadgets used during this time… Make a
timeline to represent your answer.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by:
DENNIS N. MUÑOZ, RN, RM, LPT
TEACHER
Checked by:
JASMIN M. NESPEROS, Ed D
Assistant Schools Principal II
SECOND QUARTER/

I. OBJECTIVES
The learners demonstrate an understanding National Holiday The learners demonstrate an understanding of:
D. Content Standards of: 1. the different regions of the electromagnetic spectrum.
1. the different regions of the
electromagnetic spectrum.
*The Learners shall be able to assemble a *The Learners shall be able to assemble a simple model of the
E. Performance Standards simple model of the relationship between electricity and magnetism.
relationship between electricity and
magnetism. 1. Make a simple device that shows how a magnetic field exerts a force
on a wire.
1. Make a simple device that shows how a 2. Demonstrate the generation of electricity by movement of a magnet
magnetic field exerts a force through a coil.
on a wire. 3. Explain the operation of a simple electric motor and generator
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
F. Learning Competencies/ The learners should be able to… The learners should be able to…
1. compare the relative wavelengths of 1. compare the relative wavelengths of different forms of electromagnetic
different forms of electromagnetic waves; S10FE-IIa b-47
B. Learning Objectives 1.Describe the properties of light 1. Compare the relative wavelengths, frequencies and energies of the different regions of the
2. Differentiate beam of light from ray of electromagnetic spectrum.
light.
3. Discuss the development of the
electromagnetic theory.
4. Describe how electromagnetic (EM)
wave is produced and
transmitted.
5. Differentiate Mechanical Wave from
Electromagnetic waves
II. CONTENT
C. References
1. Teacher’s Guide pages pp. 119-130
2. Learner’s Materials pages pp. 144-165
3. Textbook pages Rex GRADE 10 Science pp. 90-100
4. Additional Materials from PowerPoint Presentation of the origin and controversies about properties of light
Learning Resource (LR) portal
Computer laptop
Colored Television
D. Other Learning Resources Internet Resources:
1. Day 1: Video Documentary about light https://www.youtube.com/watch?v=yNntDhr2n4g
2. Day 2: Video Documentary about electromagnetic spectrum: Maxwell, The history of Electromagnetism –
Documentary https://www.youtube.com/watch?v=TfKBKb7Uc9s
IV. PROCEDURES
 Reviewing previous lesson or ELICIT (10 MINUTES) ELICIT (10 MINUTES)
presenting the new lesson Review of what are the Primary colors
Draw a Venn Diagram comparing Mechanical wave from Electromagnetic wave
Review what are the secondary colors
The Spectrum of colors of the rainbow
 Establishing a purpose for the ENGAGE (15 MINUTES) ELICIT (10 MINUTES)
lesson
 Presenting examples/instances Show the internet video of Properties of light Guide Questions to for Movie 1: Documentary about light
of the new lesson https://www.youtube.com/watch?v=bP4i1KU https://www.youtube.com/watch?v=yNntDhr2n4g
fB3o
1. How fast does light travel? How can this speed be measured?
Graphic organizer - Students will answer the 2. Why do we think light is a wave? What kind of wave is it?
vocabulary enrichment for Electromagnetic 3. How is the light from an ordinary light bulb different from the light emitted by a neon sign?
wave 4. How can astronomers measure the temperatures of the Sun and stars?
5. What is a photon? How does an understanding of photons help explain why ultraviolet light causes
List three devices that make use sunburns?
electromagnetic wave properties? 6. How can astronomers tell what distant celestial objects are made of?
7. What are atoms made of?
How will these devices function if EM waves 8. How does the structure of atoms explain what kind of light those atoms can emit or absorb?
were not discovered or their properties were 9. How can we tell if a star is approaching us or receding from us?
found to be limited?
Guide Questions to for Movie 2: Maxwell’s electromagnetic spectrum
https://www.youtube.com/watch?v=TfKBKb7Uc9s
1. How Maxwell began his interest in spectrum of light?

2. Describe Maxwell’s’ Law of Light
3. List the major success and Failures of Maxwell before he developed the theory of Light.
3. What are the significance and application of his discovery in our daily existence.
 Discussing new concepts and EXPLORE (15 MINUTES)

(Student’s Activity) Show the Electromagnetic spectrum video:
 Discussing new concepts and https://www.youtube.com/watch?v=cfXzwh3
practicing new skills #2 KadE&t=105s
(Student’s Activity)
Tabulation of
The Electromagnetic Wave Theory
Identify which electromagnetic spectrum

region across the top of the table and used
by the services listed on the left side of the
table
Group activity By Pair:
1. Inquiry Laboratory activity: HOW DOEAS

A BEAM OF LIGHT TRAVEL?
What does tis activity tell you about the

properties of light in relation to particles and
to electromagnetic waves?
Discuss the development of the

electromagnetic theory.
 Developing mastery (leads to EXPLAIN (5 MINUTES) EXPLAIN (5 MINUTES)

 Finding practical applications of ELABORATE (10 MINUTES) ELABORATE (10 MINUTES)
living
abstractions about the lesson
Using Venn Diagram show the

Similarities and Differences of EM from
MW
 Evaluating learning EVALUATE (5 MINUTES) EVALUATE (5 MINUTES)
Cite Examples of electromagnetic and

Mechanical Wave
EVALUATE (5 MINUTES)
application or remediation EXTEND
In what way electromagnetic wave
principles be utilized in: Make a Comparative table of Different Regions of electromagnetic spectrum and their specific uses
and effects
1. Religion
2. Medicine
3. Language Arts
4. Social Science?
V. REMARKS
VI. REFLECTION
H. No. of learners who earned
I. No. of learners who require
remediation
J. Did the remedial lessons
lesson
K. No. of learners who continue
L. Which of my teaching
did these work?
M. What difficulties did I
encounter which my
help me solve?
N. What innovation or localized
other teachers?
Prepared by:

TEACHER
Checked by:
SECOND QUARTER/

I. OBJECTIVES
National Holiday The learners demonstrate an understanding of:
G. Content Standards 1. the different regions of the electromagnetic spectrum.
*The Learners shall be able to assemble a simple model of the relationship between electricity and magnetism.
H. Performance Standards
1. Make a simple device that shows how a magnetic field exerts a force on a 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
I. Learning Competencies/ The learners should be able to…

C. Learning Objectives Students will
1. Describe that the sun's energy is transferred to Earth by electromagnetic waves, which are transverse waves.
2. Enumerate that there are eight main types of electromagnetic waves, classified on the electromagnetic spectrum according to their
wavelengths.
3. Describe how each of the types of electromagnetic radiation is used or found in our everyday lives.
II. CONTENT
E. References
3. Textbook pages Vibal Science 10 pp. 110-120
Rex Science 10 pp. 127-137
4. Additional Materials from  Computer with Internet access
Learning Resource (LR) portal  Research materials on the electromagnetic spectrum (articles, books, textbook readings)
 Poster/picture of the electromagnetic spectrum
 Overhead projector, transparencies, and markers
 Chart paper
 Construction paper
 Magazines
 Scissors
 Bulletin board space in the classroom
F. Other Learning Resources 1. EMG https://www.youtube.com/watch?v=cfXzwh3KadE
2. Visible Light Spectrum Explained - Wavelength Range / Color Chart Diagram - https://www.youtube.com/watch?v=Qiq4CHjxkPE
IV. PROCEDURES
 Reviewing previous lesson or ELICIT (10 MINUTES) ELICIT (10 MINUTES) day 2 and3
presenting the new lesson 1.
2. Prior to this lesson, students should have an understanding of the two kinds of waves that exist in nature: compressional and transverse
waves. They should be able to identify the characteristics of each wave and how they differ. Here are some important facts to know:
 Compressional waves - such as sound waves - require a medium to transfer energy.

 Transverse waves - such as light waves - can transfer energy in a vacuum, without a medium.
 Both types of waves are initiated by something that vibrates, but compressional waves travel slower than transverse waves.
 The sun's energy reaches the Earth in transverse waves.
 The frequency and wavelength of a wave determines how much energy a wave has. Frequency is the number of wave
crests that pass a point during one second. Wavelength is the distance between two identical points on two adjacent waves.
The shorter the wavelength, the more energy the wave has. But as wavelength increases, frequency decreases.
ELICIT (10 MINUTES) day 4 and 5
Begin by asking students what they know about transverse waves and compressional waves. Work with students to create a t-chart on the
board and compare and contrast the two types of waves. Identify key concepts associated with each wave. It may be helpful to create this
chart on a transparency or chart paper for later reference and reinforcement.
 Establishing a purpose for the ENGAGE (15 MINUTES) ENGAGE (15 MINUTES) day 2
lesson
 Presenting examples/instances 3. Now draw a picture of the sun and the Earth. Ask students to describe how energy from the sun reaches the Earth. Draw transverse waves
of the new lesson showing how electromagnetic energy is transferred from the Earth to the sun. Tell students that energy from the sun is called radiation. Write
this term next to the word transverse waves on the illustration. Ask students in what context they have heard that word before. (For example,
a radiator gives off heat, or radiation therapy is used to treat cancer.) Encourage students to use mnemonic devices to remember the concept
of radiation as it relates to the sun's energy. For example, students can use the sound "ray" in "radiation" to remind them of the sun's rays
warming their skin on a sunny day.
4. Explain to students that transverse waves that transfer radiation or energy are called electromagnetic waves. These waves are created by
electrically charged particles that move. The terms "electromagnetic waves" and "electromagnetic radiation" are used interchangeably
because the waves carry the sun's radiation, which is composed of electrically charged particles. Refer back to the chart created at the
beginning of class and ask students to come up with a list of possible characteristics of electromagnetic waves. Because they are transverse
waves - and can travel in a vacuum — they can travel through space.
Explain to students that there are different types of electromagnetic radiation existing in the universe. One type of electromagnetic radiation is
visible light. The electromagnetic spectrum is something scientists use to classify the different types of electromagnetic radiation. Show
students a picture of the electromagnetic spectrum. Explain that, like the periodic table where elements are classified according to their
structure, electromagnetic radiation is classified according to wavelengths and frequencies. Although there are different types of
electromagnetic radiation, they all travel at the same speed - the speed of light or 186,000 miles per second. Humans are only able to see one
small portion of the spectrum — visible light.
1. EMG https://www.youtube.com/watch?v=cfXzwh3KadE
2. Visible Light Spectrum Explained - Wavelength Range / Color Chart Diagram - https://www.youtube.com/watch?v=Qiq4CHjxkPE
1.
2. Send students to the Electromagnetic Spectrum Tutorial. Students will learn facts about each area of the spectrum, including where areas of
the spectrum are found in the natural world and how areas are used in science, space exploration, communications, and medicine.
3. When students have returned from the tutorial, recap what they have learned. Explain that electromagnetic radiation is arranged in the
spectrum from the longest wavelength to the shortest. Ask students to identify the waves with the longest and shortest wavelengths. (It may
be helpful to draw wavelengths decreasing from left to right above a labeled diagram of the spectrum.) Based on what they have learned
about frequency as it relates to wavelength (the longer the wavelength, the lower the frequency), ask students which waves have the lowest
frequency and which have the highest frequency. It may be necessary to prompt them with some clues — the longer the wavelength, the
lower number waves in a given space; the shorter the wavelength, the more waves there are in a given amount of space. One easy way for
students to remember the relationship between frequency and wavelength is to consider that the longer the wavelength, the lower the
frequency, emphasizing the 'l' at the beginning of each word. And the shorter the wavelength, the higher the frequency, emphasizing the 'h' in
each word. (Again, it may be helpful to reinforce this relationship by labeling lower frequency by the radio waves on the spectrum and higher
frequency by the gamma rays.)
4. Now explain to students that they will taking a closer look at one of the eight types of electromagnetic energy in the spectrum —radio waves,
microwaves, infrared waves, visible light, ultraviolet light, x rays, gamma rays, and cosmic waves.
5. Divide the class into eight groups. Each group will focus on a portion of the electromagnetic spectrum assigned to them. Students should use
traditional forms of research, for example reference books or class texts, as well as Internet links and the electromagnetic spectrum tutorial.
Explain to students that groups must work together to research the following information about their form of radiation:
. What are the characteristics of this type of radiation (wavelength, frequency, key facts)?
a.
b. Where is this type of radiation located on the electromagnetic spectrum in relation to other kinds of radiation? What properties of the wave
define why it is found within this area of the spectrum?
ENGAGE (15 MINUTES) day 3
c. How is it used or found in our everyday lives or in certain industries? Identify and explain at least two uses.
d. Each member of the expert group must have the necessary information and materials to make a class presentation on their area of the
spectrum. Encourage students to be creative in their presentations. Have a variety of materials for students to use for their presentations
including construction paper, chart paper, markers, overheads, chalk board, colored chalk, and magazines. Tell students that the key to a
successful and interesting presentation is to use visuals, such as labeled diagrams.
ENGAGE (15 MINUTES) day 4 and 5

e. As students watch the presentations, have them complete a learning chart with important facts and questions about each type of radiation.
Student learning charts may look like this:
Type of Characteristic Example of My own

Radiation (wavelength, where it's question
energy, found or
frequency) used
f. As a final step, have students chose one question from their learning chart and research the answer.
 Discussing new concepts and EXPLORE (15 MINUTES) EXPLORE (15 MINUTES)
practicing new skills #1 Have students debate whether the government should be allowed to control the frequency bandwidths for communication.
(Student’s Activity)
 Discussing new concepts and In the Philippines, radio and television stations emit two types of frequencies. In order for people to hear broadcasts, radio and television
practicing new skills #2 stations need to transmit along an audio frequency (AF) within the range of human hearing, which is 20 — 20,000 Hz. This audio frequency is
(Student’s Activity) transmitted along with a radio frequency that has been designated by the government. Radio frequencies distinguish each station. Some of
the radio ranges designated by the National Telecommunications Commission (NTC) are:
AM radio: 530 — 1600 kHz

FM radio: 88-108 MHz
TV: 54-88 MHz (channels 2-6)
TV: 174-216 MHz (channels 7-13)
TV: ultra-high frequency (UHF), 470-890 MHz
Cellular telephones: 824 — 894 MHz.
The National Telecommunications Commission (NTC) also assigns ranges within radio and TV waves for use by airplanes, ships, police,
military, cellular phone and amateur ham radio users The federal government restricts usage of specific bandwidths within radio frequency for
military use only.
Before you begin the debate, have students familiarize themselves with frequency ranges currently in use.
Students can access the NTC to aid in their research.
They should also research how other countries divide their "air wave" space. Students should consider any international implications of these
designated ranges and find out what happens at the border between two different countries where the signals emitted by radio and television
stations overlap.

Once all students have completed this preliminary work, divide the class into two debate groups. It is nice to let students choose their "side."
however, if the numbers are uneven, it may be necessary to split students evenly between both sides of the debate. Debate teams should
present salient points to support their opinions. After the debate, ask the class as a whole to come to an agreement on whether it is better for
the government or for private industry to "divvy up" the frequency ranges within the electromagnetic spectrum.
 Finding practical applications of ELABORATE (10 MINUTES) ELABORATE (10 MINUTES)

living Compare and contrast electromagnetic waves with other kinds of waves.
abstractions about the lesson If radio waves are not compressional waves, like sound waves, explain what their role is in enabling us to hear music on our favorite radio
station?
Thermograms are infrared photographs that show emission of infrared radiation emitted from objects. If you lived in a cold climate, how could
a thermogram taken of your home be helpful to you as a homeowner?
Discuss why visible light is arranged into colors in the following order: red, orange, yellow, green, blue, indigo, and violet.
Debate what we could do to prevent exposure to ultraviolet radiation if the ozone layer continues to deteriorate.
Defend the importance of gamma rays in treating cancer, even though many patients suffer serious side effects to such treatment.
What type of electromagnetic radiation does a flame emit?
 Evaluating learning EVALUATE (5 MINUTES) EVALUATE (5 MINUTES)

Visit each group as they research and create their presentations. Each student should help in the discussion and preparation. A 3-point rubric
may be used to evaluate the content of the presentation.
Three points: Students accurately and thoroughly address each of the three presentation questions. Visuals enhance the presentation.
Two points: Students attempt to address each of the three questions with minor misunderstandings. Visuals are used, but may not enhance
the presentation.
One point: Students do not address all three questions. Those attempted are inaccurate with major misunderstandings.
EVALUATE (5 MINUTES)
1. Describe how electromagnetic waves are produced.

2. Compare the energy carried by high-frequency and low frequency electromagnetic waves.
3. Identify what determines the frequency of an electromagnetic wave.
4. Compare and contrast electromagnetic waves with mechanical waves.
5. Think Critically Unlike sound waves, electromagnetic waves can travel in empty space. What evidence supports this statement?
application or remediation
Our Electromagnetic Lives
Have students explore how their lives are affected by electromagnetic radiation by keeping an "electromagnetic journal" for one week.
Ask them to record each time they observe or come in contact with electromagnetic radiation each day — such as listening to the radio,
talking on their cordless phone, going through security at the airport, or getting a sunburn. Students should record the date, time, and a one-
sentence explanation of the incident, including what type of electromagnetic radiation they observed.
Have students share their encounters with electromagnetic radiation and create a class tally to find out the most popular daily activity
involving exposure to electromagnetic radiation.
V. REMARKS
VI. REFLECTION
O. No. of learners who earned
P. No. of learners who require
remediation
Q. Did the remedial lessons
lesson
R. No. of learners who continue
S. Which of my teaching
did these work?
T. What difficulties did I
encounter which my
help me solve?
U. What innovation or localized
other teachers?
Prepared by:

TEACHER
Checked by:
DAILY LESSON LOG September 3, 2018 – September 7, 2018
SECOND QUARTER/

I. OBJECTIVES
The learners demonstrate an understanding of:
J. Content Standards 1. the different regions of the electromagnetic spectrum.
*The Learners shall be able to assemble a simple model of the relationship between electricity and magnetism.
K. Performance Standards
1. Make a simple device that shows how a magnetic field exerts a force on a 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
L. Learning Competencies/ The learners should be able to…

D. Learning Objectives Students will  Develop the ray model of light.

 Predict the effect of distance on light’s illumination.
1. Enumerate that there are eight main types of electromagnetic waves,  Solve problems involving the speed of light.
classified on the electromagnetic spectrum according to their wavelengths.
2. Describe how each of the types of electromagnetic radiation is used or found

in our everyday lives.
II. CONTENT Electromagnetic Spectrum Quantity of light Evaluation

G. References
3. Textbook pages Vibal Science 10 pp. 110-120
Rex Science 10 pp. 127-137
4. Additional Materials from  Computer with Internet access
Learning Resource (LR) portal  Research materials on the electromagnetic spectrum (articles, books,
textbook readings)
Poster/picture of the electromagnetic spectrum
H. Other Learning Resources  EMG https://www.youtube.com/watch?v=cfXzwh3KadE Light and Temeperature
 Visible Light Spectrum Explained - Wavelength Range / Color Chart https://www.youtube.com/watch?v=9lKGaznI_Ms
Diagram - https://www.youtube.com/watch?v=Qiq4CHjxkPE
 Electromgnetic wave: Microwave
https://www.youtube.com/watch?v=YgQQb1BVnu8
 Infrared https://www.youtube.com/watch?v=i8caGm9Fmh0
IV. PROCEDURES
 Reviewing previous lesson or ELICIT (5 MINUTES) ELICIT (5 MINUTES) ELICIT (5 MINUTES) 1. Which of the following types of waves
can travel through space?
presenting the new lesson  Define the following terms  Differentiate:
a. Light a. umbra from penumbra Show the video presentation to the student A) electromagnetic
b. Electromagnetic b. solar from lunar eclipse Light and Temeperature B) mechanical
spectrum c. transparent from https://www.youtube.com/watch?v=9lKGaznI_Ms C) transverse
D) compressional
c. Shadow translucent material
Describe Light quantification 2. Waves that use matter to transfer
The rate at which light energy is emitted from a luminous energy are called __________ waves.
source is called the luminous flux, P. The unit of luminous
A) electromagnetic
flux is the lumen (lm). A typical 100-W incandescent B) mass
lightbulb emits approximately1750 lm. C) mechanical
D) medium
 Establishing a purpose for the ENGAGE (15 MINUTES) ENGAGE (40 MINUTES) ENGAGE (15 MINUTES) 3. Sound waves cannot travel in outer
lesson  Present to the class the wide Discuss the Luminous flux space because __________.
 Presenting examples/instances electromagnetic spectrum and Students were group into 5. Each
of the new lesson partially discussed its properties group must present a report on the A) they are
electromagnetic waves
and its component types or component of the B) the gas
electromagnetic spectrum. Each molecules in outer-space are too far
group has 6 minutes to present their apart
report using the PowerPoint. The C) they cannot
travel through a medium
remaining 4 minutes will be utilized D) they are
for the Question and answer mechanical waves
4. What type of waves do not require

matter to carry energy?
A) electromagnetic
B) mechanical
C) compressional
D) transverse
5. Electromagnetic waves are made by

__________.
A) vibrating air
molecules
B) vibrating
electrical charges
C) vibrating water
molecules
D) strong
compressions
6. The interaction between two magnets

is called __________.
A) magnetic force
B) a magnetic field
C) polarity
D) current
7. What exerts the force that causes

other electric charges to move?
A) electrical poles
B) insulators
C) conductors
D) the electric field
8.Protons have a __________ charge

and electrons have a __________
charge.
A) positive,
negative
B) positive, neutral
C) negative,
positive
D) negative,
neutral
9.Electric current passing through a wire

produces __________.
A) a permanent
magnet
B) geographic
poles
C) a compass
D) a magnetic field
around the wire
10.Magnetic fields that surround all

magnets exert __________.
A) the magnetic
force
B) electric current
C) air pressure
D) resistance
11.The negatively charged particles in
an atom are called __________.
A) protons
B) neutrons
C) negatrons
D) electrons
12.__________ is the number of

vibrations that occur in 1 s.
A) Wavelength
B) Frequency
C) Amplitude
D) Interference
13.The energy carried by an

electromagnetic wave is called
__________ energy.
A) mechanical
B) thermal
C) radiant
D) potential
14.__________ is the distance from the

top of one crest of a transverse wave to
the top of the next crest in that wave.
A) Amplitude
B) Frequency
C) Wavelength
D) Wave velocity
15. In which of the following materials

will light travel fastest?
A) air
B) water
C) vacuum
D) glass
 Discussing new concepts and EXPLORE (15 MINUTES) EXPLORE (15 MINUTES)
(Student’s Activity) Show the following video
 Discussing new concepts and presentation
(Student’s Activity) • EMG
https://www.youtube.com/watch?v=c
fXzwh3KadE
• Visible Light Spectrum Explained -
Wavelength Range / Color Chart
Diagram -
https://www.youtube.com/watch?v= Discuss the point source illumination
Qiq4CHjxkPE
• Electromgnetic wave:
Microwave
• https://www.youtube.com/watch
?v=YgQQb1BVnu8
?v=QW5zeVy8aE0
?v=TA5SLDiIUWs
Tabulation
Classify the following gadgets into their
respective electromagnetic spectrum
characteristics, wavelength and
frequency
1. Radar
2. Cellphone
3. calculator

Select one representative of one
group and explain their answer.
 Finding practical applications of ELABORATE (10 MINUTES) ELABORATE (10 MINUTES) ELABORATE (10 MINUTES)
living Call attention of the importance of Students participate in the
 Making generalizations and electromagnetic devices in our lives. question and answer after the
abstractions about the lesson report
 Evaluating learning EVALUATE (5 MINUTES) EVALUATE (5 MINUTES) EVALUATE (5 MINUTES)
Call students to identify the gadget and Ask students to what are the harmful
its use, then classify whether it is effects of Ultraviolet rays, X-rays and
microwave, radio wave, infrared, visible Gamma Rays
light, UV, Xray or Gamma rays
 Additional activities for EXTEND EXTEND EXTEND

application or remediation Interview a medical health professional
eg. Radiologic Technologist, Conduct A research article on the Research on non- Right Angle Trigonometry
Pharmacist, Nurse or Physical deleterious Effect of Gamma Rays
therapist, and ask what are the medical
equipment or devices they used in
treating or diagnosing a patient’s
disease. Identify what type of
electromagnetic energy wave is emitted
by the gadget. Present your answer in
the next meeting.
V. REMARKS
VI. REFLECTION
V. No. of learners who earned
W. No. of learners who require
remediation
X. Did the remedial lessons
lesson
Y. No. of learners who continue
Z. Which of my teaching
did these work?
AA. What difficulties did I
encounter which my
help me solve?
BB. What innovation or localized
other teachers?
Prepared by:

TEACHER
Checked by:

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School: MAGDUM NATIONAL HIGH SCHOOL Grade Level: GRADE 10 Formatted Table

DENNIS N. MUÑOZ, RN, RM, LPT SCIENCE: Force, Motion, and

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

*The Learners shall be able to assemble a simple model of the

II. CONTENT Properties of Light

2. Properties of light https://www.youtube.com/watch?v=bP4i1KUfB3o

Review what are the secondary colors

The Spectrum of colors of the rainbow

 Establishing a purpose for the ENGAGE (15 MINUTES)

Graphic organizer - Students will answer the vocabulary enrichment for

List three devices that make use electromagnetic wave properties?

 Discussing new concepts and EXPLORE (15 MINUTES)

Identify which electromagnetic spectrum region across the top of the

Group activity by Pair:

Discuss the development of the electromagnetic theory.

 Developing mastery (leads to EXPLAIN (5 MINUTES)

 Finding practical applications of ELABORATE (10 MINUTES)

 Evaluating learning EVALUATE (5 MINUTES)

1. Electromagnetic waves are made by __________.

15. Global Positioning System is a system of satellites, ground

16. As frequency increases, wavelength __________.

 Additional activities for EXTEND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The Spectrum of colors of the rainbow

1. How Maxwell began his interest in spectrum of light?

 Discussing new concepts and EXPLORE (15 MINUTES)

Identify which electromagnetic spectrum

Group activity By Pair:

1. Inquiry Laboratory activity: HOW DOEAS

What does tis activity tell you about the

Discuss the development of the

 Developing mastery (leads to EXPLAIN (5 MINUTES) EXPLAIN (5 MINUTES)

Using Venn Diagram show the

 Evaluating learning EVALUATE (5 MINUTES) EVALUATE (5 MINUTES)

Cite Examples of electromagnetic and

DENNIS N. MUÑOZ, RN, RM, LPT

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Learning Competencies/ The learners should be able to…

C. Learning Objectives Students will

 Compressional waves - such as sound waves - require a medium to transfer energy.

ENGAGE (15 MINUTES) day 3

ENGAGE (15 MINUTES) day 4 and 5

Type of Characteristic Example of My own

AM radio: 530 — 1600 kHz

Students can access the NTC to aid in their research.

 Developing mastery (leads to EXPLAIN (5 MINUTES) EXPLAIN (5 MINUTES)

 Finding practical applications of ELABORATE (10 MINUTES) ELABORATE (10 MINUTES)

What type of electromagnetic radiation does a flame emit?

 Evaluating learning EVALUATE (5 MINUTES) EVALUATE (5 MINUTES)

1. Describe how electromagnetic waves are produced.

DENNIS N. MUÑOZ, RN, RM, LPT

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

L. Learning Competencies/ The learners should be able to…

D. Learning Objectives Students will  Develop the ray model of light.

2. Describe how each of the types of electromagnetic radiation is used or found

II. CONTENT Electromagnetic Spectrum Quantity of light Evaluation

III. LEARNING RESOURCES

4. What type of waves do not require

5. Electromagnetic waves are made by

6. The interaction between two magnets

7. What exerts the force that causes

8.Protons have a __________ charge

9.Electric current passing through a wire

10.Magnetic fields that surround all