School Malvar School of Arts

Lesson Exemplar and Trade Grade Level Grade 8

Teacher KEN MITCHELL T. Learning Area Physics

Teaching MORALES
Date Quarter
September 16-18 & First
September 21, 2020
Teaching
Time 7:00 – 9:00 Mon - Friday No. of Days 4 Days

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES At the end of the lesson, learners are expected to:
a. Demonstrate bending of light, to show the existence and correct order of its color components;
b. Infer that light is made up of different colors, the red is the least bent and the violet is the most
bent colors of light; and
c. Deepen understanding of light concepts through reading facts and varied lab performance
activities.
A. Content Standards The learners demonstrate an understanding of:
Some properties and characteristics of visible light.
B. Performance The learners should be able to:
Standards Discuss phenomena such as blue sky, rainbow, and red sunset using the concept of wavelength and
frequency of visible light.
C. Most Essential A. Explain that red is the least bent and violet the most bent according to their wavelengths or
Learning frequencies. (S8FE-If-28)
Competencies B. Explain the hierarchy of colors in relation to the energy of visible light (S8FE-If-27).
(MELC)
(If available, write the indicated
MELC)

D. Enabling  Demonstrate the existence of the color components of visible light using a prism or diffraction
Competency (If grating.
available, write the attached enabling
competencies)

II. CONTENT COLORS OF LIGHT

III. LEARNING
RESOURCES

A. References Conceptual Science and Beyond – IV Physics

Glencoe Physics: Principles and Problems
Self-learning Module
Science 8 – Learners’ Material
a. Teacher’s Guide
Pages

b. Learner’s Material
Pages 91 – 110
Pages
c. Textbook Pages Pages 182 – 186
Pages 374 – 382
d. Additional Materials Science 8 Enrichment Learning Module
from Learning
Resources

B. List of Learning
Resources for Science 8 Enrichment Learning Module
Development and Science Journal and Magazines
Engagement Activities Youtube.Com
Betterlesson.Com

IV. PROCEDURES

TAKE A LOOK
A. Introduction Imagine a world of black, white and gray. It would not be as interesting or as beautiful as the
world surrounds you ever day. Having said that, students will begin their learning journey by
answering the following;

DID YOU KNOW THAT COLORS CAN AFFECT

YOUR MOOD AND BEHAVIOR?
Answer this questions by making an artwork expressing yourself through colors.

HOW RAINBOW FORMS?

Ask the help of your parents, siblings and other household members to create a work-
flow diagram showing the process of rainbow formation.

WHY IS THE SKY REDDISH AT SUNSET AND BLUE

AT NOON?
Answer this by creating an essay or an article.

LIGHT IS EVERYWHERE
Light is everywhere. Light is a key element in our everyday lives that it is the main source of
energy for all living organisms. It affects all varied physiological and biological processes in
the living world. It allows us to go about our daily routine activities from dawn to sunset. It
provides us leisure, safety, scientific advancement amongst other things.

In doing this task, students will be asked to list the following;

SOURCES OF LIGHT

ENERGY COMING FROM LIGHT

APPLICATION OF LIGHT

ECOLOGICAL IMPORTANCE OF LIGHT

INDUSTRIAL IMPORTANCE OF LIGHT

ILLUSTRATION EXPLORATION
 Look at the given diagram of the glass prism below. This tells about the dispersion of light.
Using the diagram, answer the given questions below.

Figure 4: Glass Prism – Dispersion of light (https://i0.wp.com/passnownow.com/wp-

content/uploads/2014/07/glass-prism.jpg)

1. Based on the figure, what is the arrangement of colors from top to bottom?

2. Based on the concepts learned and by looking at the diagram, what are the colors that have
lower energy than the color blue?

3. What are the color/s that have higher energy than the color red?

4. What are the color/s that have higher frequency than the color red?

5. Which of the two colors: green or orange has the higher energy? Higher frequency?
Longer wavelength?

B. Development KNOWLEDGE CHECK!

Students will be ask to answer the different questions provided in the module. This will allow them to
discover their personal learnings from the introductory stage and will also lead them to realize what
they really need to know.

Sample questions;
1. What happens to light as it passes through the prism
A. Light enters the prism and emerge out undisturbed.
B. Light enters the prism and separate into colors of similar wavelength.
C. Light enters the prism, refracts, and separates into component colors.
D. Light enters the prism, reflect, and disperse into component colors like a rainbow

2. ROYGBIV is the light color arrangement in the order of increasing ____________.

A. Wavelength and energy
B. Wavelength and frequency
C. Energy and frequency
D. Energy, but decreasing frequency

3. Which color of light is least bent?

A. Red B. Orange C. Green D. Violet

4. What part of the visible spectrum has the highest energy?

A. Red B. Orange C. Green D. Violet

5. Which of the following color of light carries the greatest energy?

A. Red B. Yellow C. Green D. Blue

GETTING TO KNOW THE SUN

This activity will allow students to list down all of their ideas or knowledge about the sun. Their task
is to write all the interesting facts about the sun.
 A GLIMPSE OF THE SPECTRUM
Examine the diagram showing the electromagnetic spectrum. Answer the guide questions
based on your analysis of the diagram.

Guide Questions:
1. By looking on to the details given above in the diagram, what are the seven identified
components of the electromagnetic spectrum?
2. By studying the diagram of the electromagnetic spectrum, what is the “light” that is found
at the very middle?
3. By looking at the visible light, what specific color of light has the longest wavelength?
How about the shortest wavelength
4. What specific color of light has the highest frequency? How about the lowest frequency?

TELL ME WHY!
G. Engagement
This learning activity promotes development of CRITICAL THINKING SKILLS and
LINGUISTIC SKILLS by providing scientific facts and proper choice of terminologies and
sentence construction to freely and clearly explain their ideas. In doing this, students are
expected to answer the question;
 LET'S EXPLORE! – SEE YOUR TRUE COLOR!

Write your answer in a separate sheet of paper.

1. Turn off the lights to dim your living room.
2. Hold a CD and shine it with a flashlight.
3. Observe what will happen.
4. What did you find out?

SCIENTIFIC WRITINGS
H. Assimilation
This task enable students to create or to write facts that they have gathered from the previous learning
phases they've encountered. The task of the students is to read the situations below and provide a brief
explanation of its occurrence in relation to the nature and properties of light.

DIY-DO IT YOURSELF
 This activity will allow students to develop their CRITICAL AND CREATIVE THINKING
SKILLS. Their task is Develop a science light refraction project of your own choice. You may seek
ideas from the internet, but the project must originally made by you. Submit the project with
completely filled-up project details template given below.

V. REFLECTION SMART CHALLENGE

With the help of someone at home, look for available resources in the internet, research on other
interesting facts about nature and properties of light. Facts that would give you additional
information about:

1. Electromagnetic wave and light.

2. How do we see colors of the opaque and transparent objects?

SCIENCE AND YOU

The containers of all sunscreen products have a large number written on them. This number stands
for the sun protection factor, or SPF. Do research to find out the practical meaning of this number.
Also find out what variables affect a person’s reaction to exposure to sunlight. Based on this data,
determine what SPF is best for you.
Prepared by:

KEN MITCHELL T. MORALES

Science 8 Teacher

Noted:

NIMFA W. SOR
Head Teacher III, Science Department

Approved:

MARY JANE M. GONZALES, Ed.D

Principal III