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Lesson Exemplar Quarter 1
Lesson
in Science 6
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Lesson Exemplar for Science Grade 8 Quarter 1: Lesson 6 (for
Week 6)
SY 2024-2025
This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the School Year 2024-
2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this
material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.
Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission to use these
materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.
Development Team
Writer/s:
Jhayzel P. Jocson (Leyte Normal University)
Validator/s:
Genelita S. Garcia (Philippine Normal University)
Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre
Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office of the Director of
the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph.
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LESSON EXEMPLAR
SCIENCE /QUARTER 1 / GRADE 10
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
DATE/GRADE Sept 1-5,2025 (GRADE 10)
LEVEL
A. Content The learners demonstrate understanding of...
Standards 1. the different regions of the electromagnetic spectrum.
B. Performance The learners should be able to...
Standards 1. Communicate how different forms of electromagnetic waves are applied in daily life.
2. Create a simple infographic showing the uses and potential hazards of electromagnetic waves
C. Learning Learning Competency
Competencies
and Objectives Compare the relative wavelengths of different forms of electromagnetic waves. S10FE-IIa-b-47
Learning Objectives:
Students should be able to:
1. Identify the different forms of electromagnetic waves (radio, microwave, infrared, visible light, ultraviolet, X-ray,
gamma ray).
2. Arrange electromagnetic waves in order of increasing frequency or decreasing wavelength.
3. Compare the relative wavelengths of the different forms of electromagnetic waves through diagrams and
activities.
4. Recognize practical uses and potential health effects of electromagnetic waves.
D. Content Topic: Different Forms of Electromagnetic
Waves
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E. Integration SDG 3 (Good Health and Well-being): Awareness of safe use of radiation in medicine (X-rays, gamma rays).
SDG 9 (Industry, Innovation, and Infrastructure): Application of EM waves in communications technology.
SDG 4 (Quality Education): Scientific literacy about electromagnetic spectrum applications.
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II. LEARNING RESOURCES
● Science Learner’s Module for Grade 10
● Multimedia: Spectrum chart, simulation videos (NASA/PhET)
● Materials: Flashlight, prism/compact disc, radio, mobile phone, infrared thermometer (if available)
III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS
A. Activating Prior (Day 1) Present these diagrams to the class and
Knowledge Activity: Quick Think-Pair-Share instruct students to write their
Ask students: “What technologies do we use every day that rely observation.
on waves?” (radio, TV, Wi-Fi, X-ray, microwave oven, etc.)
Show a simple diagram of the EM spectrum.
Question: “What do you think differentiates these waves from
each other?”
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B. Establishing Lesson Purpose: Encourage creativity and personal expression.
Lesson Purpose Explain that electromagnetic waves differ in wavelength, frequency, and
energy, and this affects their uses and risks.
Unlocking Vocabulary: You may select other terms that needs to be
Wavelength
unlocked.
Frequency
Spectrum
Radiation
Ionizing vs Non-ionizing
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C. Developing and Day 2-3
Deepening
Understanding Explicitation
Present the electromagnetic spectrum diagram.
Discuss wavelength and frequency relationship (inversely proportional).
Explain the 7 major regions and their uses.
Worked Example
Show how radio waves have the longest wavelength while gamma rays
have the shortest.
Compare with real-life examples (radio broadcast vs medical imaging).
Lesson Activities
Spectrum Sorting Game
Groups arrange cards labeled with EM waves in correct order (radio →
gamma).
Prism/Compact Disc Demo (if available)
Show visible light spectrum.
Relate to other invisible EM waves.
Wavelength Rope Model
Use a long rope or string; demonstrate “long waves” (radio) vs “short waves” (X-
ray).
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Guide Questions:
How does wavelength change across the EM spectrum?
Which waves are most useful in communication? In medicine?
Which waves can be harmful in large doses? For this activity, you may arrange the
students into groups to encourage
collaboration.
Highlight creativity and imagination for this
activity.
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You may develop a rubric to evaluate the
presentation of the students.
D. Making DAY 4 The teacher may propose other activities for
Generalizations the learners to describe their understanding
Students create a concept map of the EM spectrum. of a concept, idea, and skill covered in the
They list uses and hazards of each wave. previous topic.
Reflection:
Journal entry prompt:
o “What did I learn about electromagnetic waves?”
o “Which wave is most useful to my daily life?”
o “How can I protect myself from harmful effects of EM waves?”
The teacher should allow the learners to
document their ways on how they think
about their learning (metacognition).
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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating DAY 5
Learning Formative Assessment:
1. Arrange the following waves in order of increasing wavelength: infrared,
X-ray, radio, ultraviolet.
2. Which wave has the shortest wavelength?
3. Why are X-rays useful in hospitals but also potentially dangerous?
4. Give one practical use of microwaves.
5. Compare radio waves and gamma rays in terms of wavelength and
energy.
Performance Task:
Students design an infographic or poster showing:
o Order of EM waves by wavelength.
o At least one use and one risk of each wave.
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The teacher may give homework for
extended deliberate practice.
A. Teacher’s Note observations on This lesson design
Remarks any of the following Effective Practices Problems Encountered component prompts the teacher to record
areas: relevant observations
and/or critical teaching events that he/she can
strategies explored reflect on to assess the achievement of
objectives. The
documenting of experiences is guided by
possible areas for observation including
materials used
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learner teaching strategies employed,
engagement/ instructional materials used, learners’
interaction engagement in the tasks, and other
notable instructional areas.
Notes here can also be on tasks that will be
continued the next day or additional activities
others needed.
B. Teacher’s Reflection guide or prompt can be This lesson design
Reflection on: component guides the teacher in reflecting on
▪ principles behind the teaching and for practice. Entries on this component
What principles and beliefs informed my lesson? will serve as inputs for the LAC sessions,
Why did I teach the lesson the way I did? which can center on sharing best practices
discussing
▪ students problems encountered and actions to be
What roles did my students play in my lesson? taken; and identifying
What did my students learn? How did they learn? anticipated challenges and intended
solutions. Guide questions or
▪ ways forward prompts may be provided
What could I have done differently? here.
What can I explore in the next lesson?
Prepared by: Checked by: Noted:
MYRALYN V. ORGETA JACQUELYN I. SEGUERRA JESSON R. PARALE
TEACHER HEAD TEACHER I PRINCIPAL III
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