LESSON PLAN FOR

GRADE 7 = BENJAMIN FRANKLIN & NEILS BOHR (December 10, 2014)

OBJECTIVES:
At the end of the lesson, students will be able to:

Describe light.
Identify the common sources of light
Identify the common factors affecting light distribution.

SUBJECT MATTER: Light and its sources

REFERENCES: Unit 3, Module 4, page 40 of the Science Learners Guide manual
www.wisegeek.com
LEARNERS ACTIVITIES:
A. Daily Routines
Prayers
Greetings
Checking of Attendance
B. Lesson Recall
What is sound?
Which travels fast? Light or Sound?
C. Motivation
Activity 1:
The students will be ask to turn on their cellphones. The teacher will also call volunteer students and come in front
to hold a candle, and flashlight. The volunteer students will make a group of two. They will be instructed the
following:
a.
b.

Turn on and off the flashlight.

What they have observed when they turn on/off the flashlight.
If they hold the flashlight from a distance, what they have observed from the light.
A candle will be lit.
What have they observed when they lit the candle.
What have they observed when the candle was placed farther and neared to them.

The two groups will discuss their answers among the members of the group and share their answers in front of the
class.
GENERALIZATIONS:
Trivia about different light sources.
What is light?
Light is the source of energy.
What are the common sources of light?
A. Natural light main source is the sun. As the sun explodes in the center, the sun produces large amount of
energy. Thus, this energy released as light and heat. Some of this light reaches the earth and is called daylight.
B. Artificial light humans have been able to create light and control light for thousands of years. Earliest forms of
light were fire, such as burning of woods, candles and oils. The most convenient source of artificial light is the
electric light.
C. Bioluminescence light natural light made produced by marine creatures found in deep part of the ocean called
the abyss.
Factors affecting the distribution of light:
1.
2.
3.
4.
5.

Quality of light
Intensity of the light source
Quantity given by the light source
Duration of the light source
Distance of the light source

APPLICATIONS:

EVALUATIONS:
Multiple choice. Choose the letter of the correct answer.
1.
2.
3.
4.
5.

It is the source of energy.

a) Light
b) sounds
The sun is the ________________ source of light.
a) Natural light
b) artificial light
This is an example of an artificial light.
a) Backlight
b) candles
What is the kind of light given by the moon?
a) natural light
b) artificial light
The moon light comes from the ________.
a) Sun
b) earth
c)Venus

c) waves

d) moon

c) sunlight
c) lamps

d) moonlight
d)sun

c)beneficial

d) facial

d) stars

ASSIGNMENTS:
Make an Spectrum wheel.

Submitted By:

Miss Mirasol L. Miraflor

(Student Teacher)

LESSON PLAN FOR

GRADE 7 = BENJAMIN FRANKLIN & NEILS BOHR (December 12, 2014)
OBJECTIVES:
At the end of the lesson, students will be able to:

Describe the characteristics of light spectrum.

Describe what is frequency, wavelength and energy.
Identify the differences between the short/long wavelength, high/low frequencies and the energy.

SUBJECT MATTER: Spectrum and its Characteristics

REFERENCES: Unit 3, Module 4, page 47 of the Science Learners Guide manual

www.wisegeek.com
www.hubblesite.org
LEARNERS ACTIVITIES:
A. Daily Routines
Prayers
Greetings
Checking of Attendance
B. Lesson Recall
What is light?
What are the characteristics of light?
What are some factors that affect the light distributions?
C. Motivations
Activity 1: Relay A Word (Group Game)
The students will group themselves into 3.
The three groups will choose a leader. The leader will read a word given by the teacher. The leaders will
relay the word thru action to the members till the action reaches the last member who will guess that action and relay
the right word to the teacher.
VOLCANO

LIGHT BULB

SUN

MOON

ELECTRIC LIGHT
GENERALIZATIONS:
Three characteristics of light spectrum:
1.
2.

3.

Energy it is the potential to do work and it provides light, and heat.

Wavelength forms two electromagnetic radiations like two waves.
Two kinds of wavelength:
1) Longer wavelength
2) Shorter wavelength
Frequency - it is the rate in which the vibration occurs that constructs or constitutes a wave.
Two kinds of frequency:
1) High frequency waves
2) Short frequency waves

Show a diagram/picture of the electromagnetic spectrum showing the frequency, wavelength and energy.
APPLICATIONS:

EVALUATIONS:
Students will identify what is written on the chart if it is a long wavelength, short wavelength, high frequency, and
low frequency.

ASSIGNMENTS:
1.
2.
3.

Bring the spectrum wheel.

Which has the longer wavelength? Radio or x-rays?
Which has the shorter wavelength? Gamma rays or invisible light?

Submitted By:

Miss Mirasol L. Miraflor

(Student Teacher)

LESSON PLAN FOR

GRADE 7 = BENJAMIN FRANKLIN, NEILS BOHR, THOMAS EDISON & ALBERT EINSTEIN
(December 15, 2014)
OBJECTIVES:
At the end of the lesson, students will be able to:

Give the differences between the characteristics of light in terms of their frequency, wavelength and energy.
Gets the speed of waves using the given formula.
Determine which has greatest energy/ lowest energy, based on the wave speed computations.

SUBJECT MATTER: Spectrum and its Wave Speed

REFERENCES: Unit 3, Module 4, page 47-50 of the Science Learners Guide manual

LEARNERS ACTIVITIES:
A. Daily Routines
Prayers
Greetings
Checking of Attendance
B. Lesson Recall
Give and the meaning of the following:

1.
2.
3.

Frequency, energy and wavelength.

Give the two kinds of frequency and the wavelength.
Draw a wave on the board and identify which are the high/short frequency and the longer/shorter
wavelength.

C. Motivations
Activity 1: Relay A Word (Group Game)
The students will group themselves into 3.
The three groups will choose a leader. The leader will read a word given by the teacher. The leaders will
relay the word thru action to the members till the action reaches the last member who will guess that action and relay
the right word to the teacher.
RADIO

MICROWAVE OVEN

LIGHT

SUN

CELLPHONES

GENERALIZATIONS:
Electromagnetic

Energy

Frequency

Wavelength

Spectrum
Radio
106 eV
1m
105 HZ
-3
-6
-3
Microwave
10 -10
1-10 m
1-5-1011 HZ
3
-3
-6
Infrared
1-10 eV
10 -10 m
1011-1014 HZ
Visible light
1-10 eV
10-7 m
1015 HZ
-3
7
-4
UV light
10-10 eV
10 -10 m
1015-1017 HZ
3
5
-9
-12
X-ray
10 -10 eV
10 -10 m
1017-1020 HZ
6
-12
Gamma Rays
10 eV
10 m
1020 HZ
To get the speed of waves, frequency multiplied by wavelength. (F x W = Wavespeed)
W x F = 1m x 103 1
S
= 108 1 x m
S
= 108 m/s Wavespeed of radio
Show a diagram/picture of the electromagnetic spectrum showing the frequency, wavelength and energy.
APPLICATIONS:

EVALUATIONS:
Compute the Wavespeed of the following:
1.
2.
3.
4.
5.

Infrared
UV light
Gamma Ray
Microwave
Visible Light

ASSIGNMENTS:

Frequency x
wavelength

1.
2.
3.

Make a color wheel.

What colors do you see?
Choose at least 3 colors. Why did you choose those colors?

Submitted By:

Miss Mirasol L. Miraflor

(Student Teacher)

LESSON PLAN FOR

GRADE 7 = BENJAMIN FRANKLIN, NEILS BOHR, THOMAS EDISON & ALBERT EINSTEIN
(December 15, 2014)
OBJECTIVES:
At the end of the lesson, students will be able to:

Give examples of the seven electromagnetic spectrum

Give the differences between the characteristics of light in terms of their frequency, wavelength and energy.
Determine which of the electromagnetic spectrum has the lowest and highest energy.

SUBJECT MATTER: The Electromagnetic Spectrum and its Characteristics

REFERENCES: Unit 3, Module 4, page 47-50 of the Science Learners Guide manual

LEARNERS ACTIVITIES:
A. Daily Routines
Prayers
Greetings
Checking of Attendance
B. Lesson Recall
Give and the meaning of the following:
Frequency, energy and wavelength.
Give the two kinds of frequency and the wavelength.
Draw a wave on the board and identify which are the high/short frequency and the longer/shorter
wavelength.
C. Motivations
Activity 1:
Three students will be called on the board and give the following instructions:
Draw a wave on the board.
Label which is the wavelength, frequency and the source of energy or amplitude.
Students will explain their drawings.
LESSON PROPER:
There are seven electromagnetic spectrum.

1.

Radio = has the longest wavelength and has the lowest frequency. Transmit informations from the antenna of

2.

an antenna of a broadcasting station to your T.V.

Microwave = highest frequency of radiowaves. Water absorves microwaves and turns into heat thats why

3.

microwave oven works,

Infrared = lies between the visible and the microwave portion of the EM spectrum. Shorter infrared cannot be

4.

felt but longer infrared can be felt. Infrared energy cannot be seen but can be felt as heat and produces sweat.
Visible light = these are waves we can see as the colors of the rainbows. Each color has different wavelength.

5.
6.
7.

Red has the longest and violet has the shortest.

UV light = waves that are shorter than visible light but longer than x-rays.
Xrays = smaller and shorter wavelength and therefore higher energy. Commonly use in medicines and hospitals.
Gamma Rays = smallest wavelength. It can kill living cells like cancer cells.

APPLICATIONS:
IN general, the greater the energy, the larger the frequency and the shorter the wavelength.
EVALUATIONS:
Use the information/data written in the chart or use the spectrum wheel to answer the following questions:
1.
2.
3.
4.

Which among the EM Spectrum has the:

a. Shorter frequency
b. Long wave frequency
Which among the 7 EM spectrum has the greatest energy?
Which among the 7 EM Spectrum has the lowest energy?
The greater the energy the ___________ the frequency.
a) Shorter
b) longest
c)biggest
d) fat
The larger the frequency, the ______________ the wavelength.
a) Shorter
b)smaller
c)longer

d) brighter

ASSIGNMENTS:
1.
2.
3.

Make a color wheel.

What colors do you see?
Choose three colors and tell why you choose those colors?

Submitted By:

Miss Mirasol L. Miraflor

(Student Teacher)

LESSON PLAN FOR

GRADE 7 = BENJAMIN FRANKLIN, NEILS BOHR
(December 15, 2014)
OBJECTIVES:
At the end of the lesson, students will be able to:

Describe the characteristics of light.

Get the Wavespeed of each color.

SUBJECT MATTER: The Colors of Light and Life

REFERENCES: Unit 3, Module 4, page 51-57 of the Science Learners Guide manual

LEARNERS ACTIVITIES:
A. Daily Routines
Prayers
Greetings
Checking of Attendance
B. Lesson Recall
1. What are the seven EM spectrums?
2. Which has the shorter frequency?
3. Relate energy to frequency and to wavelength.
C. Motivations
Activity 1: Find your Pair
Teacher will give different color bonds and sizes. The students will find their pairs.
Activity 2: The Color Puzzle
Students will be asked to form three groups. They will be given a manila paper with color bond papers of
different sizes. The group member will complete and form the required shape and color. The group who will be able to
complete the task will win. Each group will determine the colors of the corresponding bond papers.
LESSON PROPER:
Color Spectrum
Red
Orange
Yellow
Green
Blue
Violet
Near UV light

Energy

Frequency

Wavelength

(Refer to the Color Wheel for the Data.)

Formula on how to get the wave speed of the Color Spectrum.
Frequency x Wavelength = Wavespeed
THZ is HZ = 1014 s
NM is M

= 10-9 m

Affix the given data above to the product of each color spectrum.

Frequency x Wavelength

APPLICATIONS:
Remember, the wavelength decreases as the frequency increases.

EVALUATIONS:
1.
2.
3.
4.

Which among the colors has the highest frequency? (Violet)

Which has the lowest frequency? (Red)
Which has the shorter wavelength? (Violet)
What do you observed with the wavelength and frequency of the different color? (The wavelength decreases as the
frequency increases.)

Submitted By:

Miss Mirasol L. Miraflor

(Student Teacher)

LESSON PLAN FOR

GRADE 7 = BENJAMIN FRANKLIN, NEILS BOHR (January 5, 2015)

OBJECTIVES:
At the end of the lesson, students will be able to:

Infer the meaning of heat.

Measure heat using thermometer.
Give importance of heat to everyday lives.

SUBJECT MATTER: Heat Transfer

REFERENCES: Unit 3, Module 4, page 58-62 of the Science Learners Guide manual

LEARNERS ACTIVITIES:
A. Daily Routines
Prayers
Greetings
Checking of Attendance
B. Lesson Recall
1. What are the seven colors of light?
2. Which has the lowest and highest frequency?
3. Which has the longest and shortest wavelength?
4. Relate energy to frequency and to wavelength.
5. Which among the colors has the fastest Wavespeed?
C. Motivations
Activity 1: Students will be ask to jog for 1 minute; slowly at first then getting faster and faster as goes by. Then
they will be ask to exhale and inhale and sit down.
The following questions will be asked.
1.
2.
3.

Before you jog, how did you feel?

How did you feel while jogging?
What did you feel after jogging?

Activity 2: The teacher will ask the following questions.

1.
2.
3.

Who among you have experienced being sick? Of what?

What did you do to feel well?
What instrument did you used to know that you have fever?

LESSON PROPER:
HEAT= transfer of energy between two objects dues to difference of temperature. It always moves from hot/warm to cold.
Heat transfer is related to the change of temperature or change in relative hotness or coldness.
Thermometer = is the instrument used in taking temperature. It is measured by F or C.
ACTIVITY 2: Story Telling
The following questions will be answered by the students.
1.
2.
3.
4.
5.

In which waffles did you find changes in temperatures?

In which waffles did you find no changes in temperatures?
Which waffle has the highest temperature?
Which waffle has the lowest temperature?
When the foil has been removed, how does the hand feels? Do they feel hot or cold?

APPLICATIONS:

EVALUATIONS:

1.
2.
3.
4.

It is the transfer of energy from hot/warm and cold. (Heat transfer)

It is the instrument used in taking the temperature. (Thermometer)
What did I told you to do before the lesson starts. (Jogging or jog)
What did you feel while jogging? (Hot)

ASSIGNMENTS:
Give the meaning of radiation, conduction and convection.

Submitted By:

Miss Mirasol L. Miraflor

(Student Teacher)

LESSON PLAN FOR

GRADE 7 = BENJAMIN FRANKLIN, NEILS BOHR (January 12, 2015)
OBJECTIVES:
At the end of the lesson, students will be able to:

Identify the different types of electrical charges.

Give the difference between conductors and insulators.

SUBJECT MATTER: Electricity

REFERENCES: Unit 3, Module 4, page 71 - 76 of the Science Learners Guide manual

LEARNERS ACTIVITIES:
A. Daily Routines
Prayers
Greetings
Checking of Attendance
B. Lesson Recall
1. What is radiation?
2. What is convection?
3. What is conduction?
4. Give examples of radiation, conduction and convection.
C. Motivations
Activity 1: Brush your Hair and skirt
Teacher will call a female student and let her hair brush. Let another female rub a comb on her skirt, after
brushing for 30 seconds to 1 minute, the comb will be brush on top of shredded papers. And on top of the hair.
Materials needed are:
Hair brush or comb
A box of shredded papers
QUESTION: What happens to the shredded papers when the comb was rub brush on top on it? (without touching
the papers)
Activity 2: Come to Me
Put the aluminium can on its side on a table, after rubbing the balloon on dry hair again hold the balloon
close to the can and watch as it rolls towards it, slowly move the balloon away from the can and it will follow.
Materials needed are:
Balloons
Empty soda can (make sure it is dry inside and out)
QUESTION: What happens to the can when the balloons were put closer to the can?
Activity 3: Rub the 2 balloons one by one against the woollen fabric, and then try moving the balloons together.
Materials needed are:
2 inflated balloons, woollen fabric (or the skirts of the female students)
QUESTION: What happens to the balloons when they were put closer together?

LESSON PROPER:
What is electricity?
Electricity is the set of physical phenomena associated with the presence and flow of electric charge.
Two kinds of electrical charges:
1.
2.

Negative charge = is the one that gain one or more electrons.

Positive charge = is the one that lost one or more electrons.

What are insulators?

Insulators are materials that hinder the free flow of charges within it. Examples are rubber, glass, porcelain and
plastic.
What are conductors?
Conductors are materials that permit charges to flow freely within in. A good example of electrical conductor is
metal.

APPLICATIONS:

EVALUATIONS:
Choose the letter of the correct answer.
1.
2.
3.
4.
5.

It is associated with the presence of electric charge.

a)electric
b)electricity
c)balloon
It is the one that gains one or more electrons.
a) Negative charge
b)positive charge
c)no charge
It is the one that lost one or more electrons.
a) Negative charge
b)positive charge
c)no charge
A good example of insulator.
a) Paper
b)balloon
c) hair
A very good example of conductor.
a) Metal
b)rubber
c)hair

d)iron
d)more charge
d)more charge
d) rubber
d) cloth

ASSIGNMENT:

Submitted By:
Miss Mirasol L. Miraflor
(Student Teacher)
LESSON PLAN
DATE: January 20, 2015
TIME & SECTION: Grade 7- Benjamin Franklin
SUBJECT AREA: Science
CONTENT STANDARD: The learner demonstrates the understanding of the relations to the geographical location of
the Philippines to its environment.
LEARNING COMPETENCIES: The learner shall be able to analyze the advantage of the location of the Philippines
in relation to the climate, weather and seasons.
OBJECTIVES:
At the end of the lesson, students will be able to:
Describe the different sizes of rocks.
Identify the different kinds of rocks.
Describe the different processes involve in the formation of soil.
SUBJECT MATTER: How soil is formed?
REFERENCES: Unit 4, Module 1, page 62-63 of the Science Learners Guide Manual
LEARNERS ACTIVITIES:
A. Daily Routines
Prayers
Greetings
Checking of Attendance

B. Lesson Recall
1.
2.
3.
C. MOTIVATIONS: The teacher will present different sizes of rocks. Student will identify the sizes from small, big, and
large.
LESSON PROPER:
PRE-ACTIVITY:
Students will be ask to label the four different pictures that will be posted by the teacher. Let the student discuss
their work in front of the class. Call at least 5 students.
Discussions: Types of rocks:
1. Igneous- these are rocks that were are made from fire or heat. Rocks formed from volcano. The rock inside the earth
is still liquid and it is called magma. But when it goes out, it is called lava.(Magma or Lava)
2. Sedimentary- formed from small sediments. These are the kinds of rocks when mountains are first formed.
Eventually most of the broken bits of the rock end up in the streams & rivers that flow down from the mountains.
These little bits of rock & sand are called sediments.(sandstones and shale)
3. Metamorphic- rocks that have been changed. Marble is an example of a sedimentary rock that has been changed
into a metamorphic rock.
Soil is an important to any country. It takes many years before a soil can be formed from rocks. Rocks vary in size.
There are small, medium, large and extra large rocks that can be found anywhere in the world.
The action of the rain, frost, heat and wind broke the rocks into smaller piece. This does not happen overtime. It take
billions of years for this rocks to become a soil.
GENERALIZATION: 2 minute video presentation on how soil so formed from rocks
APPLICATION: Different kinds of soil. Which is good for planting?
EVALUATION: Activity sheets will be provided..
ASSIGNMENT:

Submitted By:
ACTIVITY SHEET

MIRASOL L. MIRAFLOR

NAME: _____________________________________________
Grade & Section:_____________________________
INSTRUCTIONS
1. If igneous rock were made from fire and heat, then sedimentary rocks are formed from what?
a) Small sediments
b) magma
c) lava
d) marble
2. These are rocks that have been changed. An example of this is marble.
a) Igneous rocks
b)bits or rocks
c)sand
d)metamorphic rocks
3. Look at the drawings below. Which is true in the following statement?
a) Drawing C to drawing D to drawing A to Drawing B
b) Drawing D to drawing B to Drawing C to Drawing A
c) Drawing B to Drawing A to Drawing D to Drawing C

Drawing

d) Drawing A to Drawing B to Drawing C to Drawing D

4. Using the drawing/illustration below, how rocks re formed from soil?

Drawing
A

Drawing
B

Drawing
C