Annex 1B to DepEd Order No. 42, s.

2016

GRADES 1 to 12 School: CARMONA NATIONAL HIGH SCHOOL Grade Level: G10

DAILY LESSON LOG Teacher: JENINA L. BINENE Learning Area: SCIENCE
WEEK 5 – DECEMBER 4-8, 2023
 12:30 – 1:20 10 – Balite (M-T-W-F)
Teaching Dates and Time:  2:10 – 3:00 10 - Mayapis(M-T-Th-F) Quarter: SECOND
 4:20 – 5:10 10 – Balayong (M-T-Th-F)
 5:10 – 6:00 10 – Dapdap (M-T-Th-F)

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the different regions of the electromagnetic spectrum
B. Performance Standards
C. Learning  Explain the effects of  Explain the effects of  Explain the effects of  Explain the effects of
Competencies/Objectives EM radiation on living EM radiation on living EM radiation on EM radiation on living
Write the LC code for each things and the things and the living things and the things and the
environment environment environment environment
S10FE-IIe-f-49 S10FE-IIe-f-49 S10FE-IIe-f-49
S10FE-IIe-f-49
At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
students should be able to: students should be able to: students should be able to: students should be able to:

 Define  Differentiate ionizing  Determine the  Analyze various

electromagnetic and non-ionizing benefits and effects of
radiation (EMR) radiation potential risks of EM electromagnetic
 Explain how energy of  Identify the sources of radiation to living radiation in the
EM waves are ionizing and non- things and environment and
transmitted. ionizing radiation environment other living things.
 Identify the different  Explain how humans  Analyze related  Develop a campaign
sources of are affected with this studies and articles material informing the
electromagnetic electromagnetic about the various community on the
radiation radiation. effects of potential hazards of
electromagnetic EM radiation and the
radiation in the ways on how to
environment and reduce its bad effects
other living things.
 UNIT II: FORCE, MOTION & UNIT II: FORCE, MOTION & UNIT II: FORCE, MOTION &
ENERGY ENERGY ENERGY
UNIT II: FORCE, MOTION & MODULE 2: MODULE 2: MODULE 2:
ENERGY ELECTROMAGNETIC ELECTROMAGNETIC ELECTROMAGNETIC
MODULE 2: SPECTRUM SPECTRUM SPECTRUM
ELECTROMAGNETIC Ionizing and Non-ionizing Benefits and Hazards of Effects of Electromagnetic
II. CONTENT
SPECTRUM Radiation Electromagnetic Radiation Radiation on Living Things and
Effects of Electromagnetic their Environment
Radiation on Living Things and
their Environment Tips on How to Reduce the
Exposure to Harmful EM
Radiation
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages  PIVOT 4A Budget of PIVOT 4A Budget of PIVOT 4A Budget of PIVOT 4A Budget of
Work Work Work Work
 K to 12 Most Essential  K to 12 Most Essential  K to 12 Most  K to 12 Most Essential
Learning Learning Essential Learning Learning
Competencies with Competencies with Competencies with Competencies with
Corresponding CG Corresponding CG Corresponding CG Corresponding CG
codes codes codes codes
 K to 12 Curriculum  K to 12 Curriculum  K to 12 Curriculum  K to 12 Curriculum
Guide in Science Guide in Science Guide in Science Guide in Science
 Science 10 Teacher’s  Science 10 Teacher’s  Science 10 Teacher’s Science 10 Teacher’s Guide
Guide Guide Guide
2. Learner’s Materials pages PIVOT Learner’s PIVOT Learner’s Material pp. PIVOT Learner’s Material pp. PIVOT Learner’s Material pp.
Material pp. 17-19 17-19 17-19 17-19
3. Textbook pages N/A N/A N/A N/A
4. A. Additional Materials
from Learning N/A N/A N/A N/A
Resource (LR) portal

B. Instructional Materials Supplementary Learning Supplementary Learning Supplementary Learning Supplementary Learning
used in class Materials: Materials: Materials: Materials:
 Science 10 Learner’s  Science 10 Learner’s  Science 10 Learner’s  Science 10 Learner’s
Manual Manual Manual Manual
  Science 10 PIVOT  Science 10 PIVOT  Science 10 PIVOT  Science 10 PIVOT
Learner’s Material Learner’s Material Learner’s Material Learner’s Material
 Youtube Video  Youtube Video  Youtube Video
https://www.youtube.com/ https://www.youtube.com/ https://
watch?v=cfXzwh3KadE watch?v=EuKzI3g5ra4 www.youtube.com/watch?
v=SLK3iAV-3eQ

B. Other Learning Resources  Activity Sheets  Activity Sheets  Activity Sheets  Performance Task
 Powerpoint  Powerpoint  Marker sheets
Presentation Presentation  Manila Paper  Summative test
 Marker  Marker  Copies of related questionnaire
studies about EMR  Zipgrade answer sheet
 Art materials

 Approach:  Approach:  Approach:  Approach:

Constructivism Approach Constructivism Constructivism Approach Constructivism Approach
IV. PROCEDURES  Strategy: Approach  Strategy:  Strategy:
Activity Based  Strategy: Activity Based Activity Based
Activity Based
A. Reviewing previous lesson Routinary Activity Routinary Activity Routinary Activity Routinary Activity
or presenting the new (3 minutes) (3 minutes) (3 minutes) (3 minutes)
lesson  Prayer  Prayer  Prayer  Prayer
 Greetings  Greetings  Greetings  Greetings
 CNHS quality policy  CNHS quality policy  CNHS quality policy  CNHS quality policy
 Checking of  Checking of  Checking of  Checking of
Attendance Attendance Attendance Attendance
 Reminder of  Reminder of  Reminder of  Reminder of
classroom health and classroom health and classroom health classroom health and
safety protocol safety protocol and safety protocol safety protocol


Recapitulation: Recapitulation: Recapitulation:

(5 minutes) Recapitulation: (7minutes) (5minutes)
Application of Different (5minutes) The teacher will post the Students will complete the
Electromagnetic Waves Fact or Bluff blank concept map and the table by identifying the
Tell whether the following students will complete the benefits and hazards of each
statement correctly pertains chart by describing ionizing type of EM wave
to electromagnetic radiation. and non-ionizing radiation
1. EMR has long-term Benefit Hazard
effects to living Radio
organisms and Micro
environment - Fact Infrared
2. Electromagnetic Visible
radiation is a form of UV
energy that X-ray
propagates as both Guide Questions: Gamma
electrical and 1. How ionizing differs from
magnetic waves non-ionizing radiation? Guide Questions:
traveling in packets of 2. Which EM waves can be 1. How can we able to
energy called photons. categorized as ionizing? reduce the hazard brought
– Fact 3. Which EM waves can be by different
3. Short-term exposure categorized as ionizing? electromagnetic waves?
to very high levels of 4. How can EM radiation
electromagnetic fields affect living things and
cannot be harmful to our environment?
health. – Bluff
4. Reducing the
exposure to EMR is
one way we can
protect ourself from
effects caused by
radiation – Fact
5. The major natural
source of EMR is the
sun – Fact
B. Establishing a purpose for Motivation: Motivation: Motivation: Motivation:
the lesson (5 minutes) (5 minutes) (5 minutes) (10 minutes)
A Time to Remember: Dr. Nanay, Is it true? Good or Bad? (EM Debate) Paint me a Picture

Tell whether the following Given the benefits and Students will portray a picture
statement is a fact or a myth. possible risks of EM radiation showing the application of EM
to living things and waves as well as tips on
1. Kaya nasakit ang ulo mo environment, take your reducing its harmful effects.
dahil sa kakacellphone stand and decide whether
mo! EM waves and radiation are Guide Question:
2. Kapag nalaglag ang good or bad for you. Explain 1. Which of our daily
The two atomic bombs kutsara/tinidor, may your insights activities exposed us
dropped on Japan in 1945 darating na bisita. to electromagnetic
killed and maimed hundreds 3. Huwag, magbilad sa araw radiation?
of thousands of people, and ng matagal, magkakaskin
their effects are still being felt cancer ka!
today. 4. Huwag tumingin ng Integration across other
direkta sa araw, learning area:
Long Term Effects: mabubulag ka. Use the appropriate oral
It takes around 10 seconds for 5. Huwag mong itabi sa language, stance and
the fireball from a nuclear pagtulog mo ang behavior when giving
explosion to reach its cellphone mo, mababaliw information,
maximum size, but the effects ka! instructions, making
last for decades and span explanations, and narrating
across generations. events in factual and
Guide Questions: personal recounts
Five to six years after the 1. Some beliefs actually EN7OL-II-g-2.6.2
bombings, the incidence of have scientific basis.
leukemia increased noticeably What are the scientific
among survivors. bases of the
statements given
 After about a decade, above? Explain briefly.
survivors began suffering from 2. The following are
thyroid, breast, lung and other simple reminders our
cancers at higher than normal parents tell us. Will
rates. you follow these
rules? Why or why
Guide Question: not?
1. How can radiation from
nuclear/atomic bombing
affect people from Japan?
Integration across other
2. Why it’s is still being felt learning area:
decades after the Nakasusunod sa utos ng
bombing? magulang at nakatatanda.
EsP1PPP-IIId-e – 3

Integration across other

learning area:
Natatalakay ang karanasan at
implikasyon ng ang digmaang
pandaidig sa kasaysayan ng
mga bansang Asyano
P7KIS-IVh-1.21

C. Presenting Video presentation to Video presentation to Video presentation to Video Presentation introduce
examples/instances of the introduce the new lesson: introduce the new lesson: introduce the new lesson: the new lesson:
new lesson (5 minutes) (5 minutes) (5 minutes) DepEd TV - Official
The Electromagnetic Spectrum Biological Effects of Radiation How do radio frequency ETULay - Week 6 - Science -
Around Us radiation and Grade 10 – PIVOT Module
https://www.youtube.com/ https://www.youtube.com/ electromagnetic fields affect
watch?v=cfXzwh3KadE watch?v=EuKzI3g5ra4 human beings?
https://youtu.be/5S-uykH4o-
https://
www.youtube.com/watch? Guide Questions:
v=SLK3iAV-3eQ 1. Why are X-ray not
good for pregnant
Question: women?
1. Why do we need to 2. Is it safe to take X-ray
 learn the effects of very frequently? Why
EM radiation to or why not?
living things and 3. Why is gamma rays
environment? considered as
2. What do you think biologically
will happen to a hazardous?
person who has
prolong and too
much exposure to
EM radiation?

D. Discussing new concepts Learning Task 1: Group Task Learning Task Performance Task 3
and practicing new skills #1 (10 minutes) (10 minutes) (20 minutes) (30 minutes)
Frayer Model about Radiation Task 1: Compare and Contrast Reading Related Studies on
Ionizing and Non-ionizing Electromagnetic Radiation They will develop a campaign
Radiation material showcasing the clear
Students will be given a copy information about the effects
Radiation Ionizing Non- of an article about the of ionizing and non-ionizing
ionizing
effects and hazards of EMR. radiation.

*See PIVOT 4A CALABARZON

Students will create a Frayer module page 17-19 Integration across other
model to discuss the overview learning area:
of radiation which includes Processing Questions: Naipahahayag ang sariling
definition, natural sources of opinyon o reaksyon sa isang
1. Can living things serve as
napakinggang balita isyu o
EMR, synthetic sources of Task 2: The following objects an indicator of exposure usapan F6PS-IVc-1
EMR and effects on living and medical procedures to electromagnetic
things and environment produce or use radiation. Your radiation? Why?
task is to classify items 1-10 as 2. Explain the process of Nakasusulat ng isang malinaw
Guide Questions: using or producing ionizing electromagnetic na social awareness campaign
1. What are the effects of radiation or non-ionizing radiation. tungkol sa isang paksa na
electromagnetic waves on radiation, or both. Place an 3. Based on the article, maisasagawa F8PU-IIIi-j-34
the human body? “✗” in the column that what are some of the
2. Are mobile phone waves correctly identifies the type of advantages that can be
dangerous to health? radiation produced or used for given by radio frequency
3. How are electromagnetic each. and microwaves?
waves regulated? TYPE OF
4. How about the
RADIATI
ON
disadvantages or the
Object or
Medical
PRODUC
ED OR
Explanati negative effects of EM
on
Procedure USED
Ionizin Non- radiation? Cite some
g ioniz
ing examples.
Cellphone
5. As a conclusion, explain
Laptop/
Computer whether EM radiation is
Chest X-ray
beneficial or harmful to
Abdomen CT
(Computed the environment and the
Tomography)
scan living things. Support
Tanning Bed
your idea by giving some
Remote control
points.
Sun

Microwave

Ultrasound

Atomic bomb Integration across other

learning area:
Evaluate and make
Task 3: Determine the effects judgements about a range of
texts using a set of criteria
of ionizing radiation exposure
e.g. comparing arguments
to livings and environment
on the same topic, critiquing
a short story
EN10LC-IIe-13.2

Ionizing

Task 4: Determine the effects

of non-ionizing radiation
exposure to livings and
 environment

Non-
Ionizing

Task 5: The group will create

3-minute roleplay showing
ways on how we can reduce
our exposure to
electromagnetic radiation.

E. Discussing new concepts N/A N/A N/A N/A

and practicing new skills #2

F. Developing mastery Presentation of Outputs Presentation of Outputs Presentation of Outputs Presentation of Outputs
(Leads to Formative (10minutes) (10minutes) (10minutes) (10minutes)
Assessment 3) Each group will present their Each group will present their Each group will present their Selected students will present
output on electromagnetic output on electromagnetic output on electromagnetic their campaign material in
radiation radiation radiation class.

Rubrics for Campaign Material

Criteria:
Criteria: Criteria: 1. Process Skills – 3pts
1. Process Skills – 3pts 1. Process Skills – 3pts 2. Time Management – 3pts
2. Time Management – 3pts 2. Time Management – 3pts 3. Cooperation – 3pts
3. Cooperation – 3pts 3. Cooperation – 3pts 4. Neatness, Orderliness and
4. Neatness, Orderliness and 4. Neatness, Orderliness and Behavior – 3 pts
 Behavior – 3 pts Behavior – 3 pts Total: 12pts
Total: 12pts Total: 12pts

G. Finding practical Practical Application Practical Application Practical Application Practical Application
applications of concepts and (5minutes) (5minutes) (5minutes) (5minutes)
skills in daily living Electromagnetic Radiation in What can we do? Radiation Around Us Radiation Around Us
our Life Place an “✗” on the column Place an “✗” on the column
Write some tips on how we that suits you. This short that suits you. This short
Everyday, we are using
can reduce our exposure to survey to assess how well survey to assess how well you
mobiles phones for
electromagnetic radiation. you are able to protect are able to protect yourself
communication, education,
yourself from radiation from radiation exposure
and entertainment. What do
exposure
you think are the kind of
electromagnetic radiation do
our mobile devices are
emitting? How can it affect us?

Students will complete the

table by identifying the
benefits and hazards of EMR.
Benefits Hazards

H. Making generalizations and Generalization: Generalization: Generalization: Generalization:

abstractions about the (2 minutes) (2 minutes) (2 minutes) (2 minutes)
lesson LET US THINK …. Complete me! Wrap it Up! Wrap it Up!
- As a conclusion, explain Complete the statement Students will complete this Students will complete this
whether EM radiation is below about Electromagnetic chart by writing the ideas chat by writing the ideas they
beneficial or harmful to the
Radiation. they have learned about the have learned about the
environment and living things.
benefits and hazards of benefits and hazards of
- What are the positive and The process in which an Electromagnetic Radiation Electromagnetic Radiation
negative effects of EM electron is given enough
 radiation? Cite some energy to break away from an Benefits Benefits

examples. atom is called (1)

Hazards Hazards
___________. Radiation is
classified as being either non- Tips on Preventing Harmful Effects Tips on Preventing Harmful Effects

ionizing or ionizing. (2)

_____________ is longer
wavelength/lower frequency
lower energy. While (3)
_________is short
wavelength/high frequency
higher energy.

I. Evaluating learning Formative Assessment Formative Assessment Formative Assessment Summative Test:
(5 minutes) (5 minutes) (5 minutes) (10 minutes)
1. A person exposed in a 1. Ionizing radiation is a form 1. When ionizing radiation 1. Ionizing radiation is a form
certain dose of radiation of energy that acts by interacts with cells, it of energy that acts by
can experience a lot of removing electrons from can cause damage to the removing electrons from
effects. When a body atoms and molecules of cells and genetic atoms and molecules of
tissue cell is damaged by materials that include air, material. Which of the materials that include air,
radiation: water, and living tissue. following is NOT a water, and living tissue.
a. The cell may develop Which type of radiation potential result from a. Radio waves 0
abnormality and can has the greatest ionizing human tissue absorbing b. Ultraviolet radiation 1
produce cancer cells 3 effect? ionizing radiation? c. Xray 2
b. The cell may die. 2 a. Gamma rays 3 a. Cellular damage 3 d. Gamma Rays 3
c. Damage is caused by b. X ray 2 b. Cancer 2 2. Sunscreens protect the
knocking an electron c. Ultraviolet rays 1 c. Death 1 skin. They play an
out of the orbit of its d. Radio waves 0 d. Viral infection 0 important role in blocking
parent atom. 1 2. Explain how X-radiation EM radiation from being
d. It will be healthier 0 2. Why are high-frequency can be harmful and how absorbed by the skin. This
2. During WWII, atomic gamma rays more it can be a useful radiation damages the
bombs are commonly dangerous to humans diagnostic tool. skin and can lead to
prevalent and can cause a. Overexposure to X- sunburns and skin cancer.
than visible light?
devastation to the lives of rays can cause HIV, What type of
a. Gamma rays have a
citizens. Atomic bombs though normal levels electromagnetic waves
lower frequency range
release which kind of of X-rays can be used cause sunburns?
bone-penetrating wave in than visible light. 0 for sterilizing a. Infrared 2
abundance? b. Gamma rays have a needles. 0 b. Radiowaves 0
a. Radio 1 longer wavelength b. Overexposure to X- c. Ultraviolet 3
b. Gamma 3 range than visible rays can cause d. Visible light 1
c. None of these 0 light. 0 cancer, though in 3. Explain how X-radiation
d. Visible light 1 c. Gamma rays have limited doses X-rays can be harmful and how it
greater energy than can be used for can be a useful diagnostic
visible light for imaging internal tool.
body parts. 3 a. Overexposure to X-
penetrating matter 3
c. Overexposure to X- rays can cause HIV,
d. Gamma rays have
rays causes diabetes, though normal levels
higher frequency than though normal levels of X-rays can be used
visible light 2 of X-rays can be used for sterilizing needles
for imaging internal 0
body parts. 2 b. Overexposure to X-
d. Overexposure to X- rays can cause cancer,
rays causes cancer, though in limited
though normal levels doses X-rays can be
of X-rays can be used used for imaging
for reducing internal body parts. 3
cholesterol in the c. Overexposure to X-
blood. 1 rays causes diabetes,
though normal levels
of X-rays can be used
for imaging internal
body parts. 1
d. Overexposure to X-
rays causes cancer,
though normal levels
of X-rays can be used
for reducing
cholesterol in the
blood. 2
4. What is the difference
between ionizing and non-
ionizing radiation?
a. Non-ionizing radiation
is a naturally occurring
phenomena, and
ionizing radiation is
 only created
artificially.1
b. Non-ionizing radiation
has enough energy to
strip electrons from
atoms, but ionizing
radiation does not. 0
c. Ionizing radiation has
enough energy to strip
electrons from atoms,
but non-ionizing does
not. 3
d. Ionizing radiation is a
naturally occurring
phenomena, and non-
ionizing radiation is
only created
artificially. 1
5. When a body tissue cell is
damaged by radiation:
a. The cell may lose its
ability to reproduce. 1
b. The cell may die. 1
c. Damage is caused by
knocking an electron
out of the orbit of its
parent atom. 2
d. All of the above 3

J. Additional activities for Bring the following materials: Bring the following materials:
application or remediation a. Marker a. Marker
b. Manila paper b. Manila paper
c. Coloring materials c. Coloring materials
d. Study and read
about ionizing and
non-ionizing
radiation
REMARKS Day 3 is until Part F. Other Day 4 starts at Part G.
 parts will be discussed the
next day.
REFLECTION
A. No. of learners who earned 80% Balite – Balite – Balite – Balite –
in the evaluation Mayapis – Mayapis – Mayapis – Mayapis –
Balayong – Balayong – Balayong – Balayong –
Dapdap – Dapdap – Dapdap – Dapdap –
B. No. of learners who require Balite – Balite – Balite – Balite –
additional activities for Mayapis – Mayapis – Mayapis – Mayapis –
remediation Balayong – Balayong – Balayong – Balayong –
Dapdap – Dapdap – Dapdap – Dapdap –
C. Did the remedial lessons work? Balite – Balite – Balite – Balite –
No. of learners who have Mayapis – Mayapis – Mayapis – Mayapis –
caught up in the lesson Balayong – Balayong – Balayong – Balayong –
Dapdap – Dapdap – Dapdap – Dapdap –
D. No. of learners who continue to Balite – Balite – Balite – Balite –
require remediation Mayapis – Mayapis – Mayapis – Mayapis –
Balayong – Balayong – Balayong – Balayong –
Dapdap – Dapdap – Dapdap – Dapdap –
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 used/discover
which I wish to share with other
teachers?

Prepared by: Checked by: Noted by:

JENINA L. BINENE BRENDA J. ESTEBAN JOSE E. SAMSON JR.

Science Teacher Head Teacher – Science Department Principal IV