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Q2, WEEK 5 S10FE e F 49
Q2, WEEK 5 S10FE e F 49
I. OBJECTIVES
The learners demonstrate an understanding of the
CONTENT STANDARD
different regions of the electromagnetic spectrum.
PERFORMANCE
STANDARD
The learners should be able to explain the effects of
LEARNING EM radiation on living things and the environment.
COMPETENCIES
(S10FE-IIe-f-49)
ENGAGE
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How long do you use your phone in a day?
30 minutes, 1 hour, whole day (answers may vary)
EXPLORE
Divide the class into five groups to perform Activity “Effects
of Radio Waves”. See attached activity sheet.
Guide questions:
1. What do the pictures show?
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6. What are the effects of radio waves and micro waves to
the environment?
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phones, watching television by lessening the time we
and using computers or use electronic gadgets.
laptops.
Answers:
1. True
2. True
3. True
4. False
5. True
EXTEND areas near cell sites and its areas near cell sites and its
possible effects to the health possible effects to the health
of people living near the area. of people living near the area.
V. REMARKS
VI. REFLECTION
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SCHOOL GRADE LEVEL 10
TEACHER LEARNING AREA Science
TIME AND DATE Week 5- Day 3 QUARTER Quarter 2
I – OBJECTIVES
The learners demonstrate an understanding of the
A. CONTENT
different regions of the electromagnetic spectrum.
STANDARD
B. PERFORMANCE
STANDARD
The learners should be able to explain the effects of EM
IV. PROCEDURE A B
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1. How does it feel when your face is exposed to sunlight?
The skin feels irritated.
ENGAGE
2. What do you think causes it?
The heat that you feel on your face on a sunny day is
caused by infrared radiation.
Divide the class into five groups then let them perform Activity
1 - “Effects of Infrared”. See attached activity sheet.
Guide questions:
1. What is the effect of infrared on the human skin?
V. REMARKS
VI. REFLECTION
56
APPENDIX A
On the electromagnetic radiation spectrum, infrared radiation is that which has a frequency lower than
red light. These waves have longer wavelengths than visible light and make up a greater portion of
sunlight than visible light and ultraviolet radiation. The heat that you feel on your face on a sunny day
is caused by infrared radiation. Even your body emits infrared waves of heat, which are detectable by
thermal imaging machines.
Infrared radiation has a longer wavelength and lower frequency than visible light. Too much
exposure can damage your eyes and skin. On a global scale, trapped infrared radiation contributes
to global warming.
People who work in industries which expose them to infrared radiation for long periods of time may
experience eye damage. The human eye is sensitive to all of the radiation in the electromagnetic
spectrum, especially if that radiation is at very high levels of intensity. Exposure to intense
electromagnetic radiation, including infrared radiation, can damage the lens and cornea of the eye.
This is one reason why staring at the sun is harmful (and unintelligent). People who work near intense
radiation must wear goggles.
Large doses of infrared waves can also damage skin and tissues. Infrared radiation waves are the
same as heat waves. Laser beams are composed of highly amplified electromagnetic radiation
(visible light, microwaves, infrared and others). These lasers can be strong enough to burn a hole
through metal and so could certainly damage flesh. Extremely powerful lasers are even being
developed by the military for use as weapons.
On the electromagnetic radiation spectrum, infrared radiation is that which has a frequency lower than
red light. These waves have longer wavelengths than visible light and make up a greater portion of
sunlight than visible light and ultraviolet radiation. The heat that you feel on your face on a sunny day
is caused by infrared radiation. Even your body emits infrared waves of heat, which are detectable by
thermal imaging machines.
Source: https://sciencing.com/negative-effects-infrared-waves-8592303.html
Guide Questions:
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APPENDIX B
RUBRICS
Category 5 3 1
The essay clearly The essay The essay does
Presentation communicates communicates not sufficiently
the main idea and some of the communicate
strongly promotes important ideas any idea that
awareness and slightly promotes can promote
awareness awareness
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School Grade Level 10
Teacher Learning Area Science
Time & Date Week 5, Day 4 Quarter 2
I. OBJECTIVES
A. Content The learners demonstrate an understanding of the different
Standard regions of the electromagnetic spectrum.
B. Performance
Standard
C. Learning 3. Explain the effects of EM radiation on living things and the
Competencies environment.
/ Objectives Code: S10FE-IIe-f-49
Specific Objective:
49.5 Explain the effects of visible light on living things
and the environment.
II. CONTENT The Electromagnetic Spectrum
Subtopic: Effects of Visible Light on Living Things and
the Environment
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pages 121-129
Guide
2. Learner’s Pages 147-164
Materials
3. Textbook
4. Additional
Materials from
Learning
Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURE Advance Learners Average Learners
Elicit On a hot, sunny day, which would feel warmer when worn –
a black or a white shirt?
Guide Questions:
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1. Which of the two cups recorded an increase in the
temperature? Why?
Guide questions:
1. What happened when a magnifying lens was focused on
the leaf and the piece of paper under the heat of the
sun?
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Write TRUE if the statement is correct and FALSE if the
statement is incorrect.
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