S outhern C hristian C ollege
United Church of Christ in the Philippines
C ollege of Teacher Education
Midsayap, Cotabato
M
i
A DETAILED LESSON PLAN FOR GRADE 7 d
s
Prepared by: Norguiana G. Adam a
y
a
Topic: Different Forms of EM Waves p March 5, 2024
Date:
Grade Level: 7 ,
Timeframe: 1 hour
C
School: Agriculture High School o
t
Content Standard: The learners demonstrate understanding of waves as a carrier
a of energy.
b
Performance Standard: The learners should be able to conduct a forum on mitigation and disaster
risk reduction. a
t
Learning Competencies: 1.) Infer that waves carry energy; 2.) Describe the characteristics of sound
o
using the concepts of wavelength, velocity, and amplitude
K to 12 CG Code: S7LT-IIId-7
I. Intended Learning Outcomes
At the end of the lesson, the students will able to:
a. discuss the different forms of electromagnetic spectrum; and
b. differentiate the relationship between frequency, energy and wavelength of EM
waves in an electromagnetic spectrum.
II. Subject Matter
a. Concept
Waves are classified according to its medium of propagation. Mechanical waves need a medium
to propagate while the EM waves does not require a medium for it to propagate. Sound and earthquake are
example of mechanical waves. Light waves on the other hand are example of EM waves. Electromagnetic
spectrum shows the various types of EM waves, the range of their frequency and wavelength. The wave
speed of all EM waves is the same and equal to the speed of light which is approximately equal to
300,000,000 m/s. There are seven different types of EM waves. They are arranged in a gradual progression
from the waves of lowest frequency to highest frequency. This arrangement of EM waves is called
electromagnetic spectrum. In order of increasing frequency, the EM spectrum includes radio waves,
microwaves, infrared, visible light, ultraviolet, X-ray, and gamma ray.
b. Topic: Different Forms of EM Waves
c. References and Links
Science 7 Learner’s module pp. 7-12
Science 7 Learner’s material pp. 198-199
Conceptual Science and Beyond K to 12 Edition pp. 136-187
d. Materials: Power Point Presentation, Chalkboard and printed materials
III. Lesson Proper
Teacher’s Activity Learner’s Activity
A. Preliminary Activities (3 minutes) (All students are actively
• Prayer participated)
• Greetings
• Checking of attendance
• Checking of homework
• Classroom rules
• Classroom management
B. Review (All students are actively
participated)
“Before we start in our discussion this morning, let us have our
short review on what was our topic last meeting?”
“Yes, last week, we performed simple investigations on transverse “our topic is all about an
waves and yes you draw transverse waves. When we say wave, investigation on transverse
wave.”
what does it mean?”
“Yes, very good. Wave is a disturbance in space where
“Wave – is a disturbance in
energy is transferred but not matter. Take note that wave space where energy is
always carries energy and not matter.”
transferred but not matter.”
C. Teaching
ELICIT (All students are actively
“Have you heard the word electromagnetic wave?” participated)
“What about the electromagnetic spectrum?” “yes ma’am”
“Very good that you have your idea about the EM waves and the “yes ma’am”
electromagnetic spectrum. Can you give an example of
electromagnetic spectrum?”
“Yes, correct visible light is an example of electromagnetic “the visible light
spectrum.” ma’am”
ENGAGE (All students are actively
“To further deepen our knowledge about the participated)
electromagnetic I want you to study the given picture. And
letter on discuss and answer the given questions. Am I
understood?
“clear ma’am”
1. Which electromagnetic wave has the longest wavelength?
2. Which electromagnetic wave has the shortest wavelength?
3. Observe what happens to the wavelength of the electromagnetic waves
as they progress (goes rightward from the figure). Does the wavelength
of the EM waves increase or decrease as we go from radio wave to gamma
ray? (the students do the
activity)
EXPLORE (All students are
“Okay, from the given picture, infer answer the chart (fill in actively participated)
the chart/table). I will group you into 6. Let us count to form
the group.”
(students do the
counting)
(the students do the
activity)
“Now, go with your group. I want you to seat with your
group and infer and consolidate your answer. Choose one
representative to present your final answer our activity. Is it
crystal?”
“clear ma’am”
(representative of each
group will answer the
activity in front)
EXPLAIN (All students are
actively participated)
“This time, we will be going to discuss your answer. each group
will present their consolidated answer in the class. While the group
are reporting, other group will listen so that you can reflect from
them about your answer. the first group to share their answer in
front is the group number 6 and followed by 5, 4, 3, 2, and 1. Did
you get it?”
“Yes ma’am”
“Okay, let us begin the sharing. Group number 6 please take the
floor.” (students do the
activity)
“Wow, very good that everyone has get the correct answer
and have explained or reason it. A loud let’s go clap to the
class.”
(students do the let’s go
clap)
ELABORATE
“What would happen if there are no EM waves?”
(students do the
“Give me example of real-world application of EM waves.” activity)
EVALUATION (All students are
actively participated)
Answer
1.gamma rays
2.ultraviolet
3.infrared
4.green light
5. gamma rays
EXTEND
For your assignment to be pass by next meeting.
Directions: DRAW and then recall our topic and answer the
following as DECREASING OR INCREASING. Answer:
Wavelength:
decreasing
Energy and frequency:
increasing
Checked by: SHEENA MARIE E. CABALLERO
Cooperating Teacher
