Based on Annex 2B.6 to DepEd Order No. 42, s.

2016
DAILY School Del Pilar National High School Grade Level & 8/Q1
LESSON Quarter
LOG
JUNIOR HIGH SCHOOL Teacher RENABEL P. MANDAGUIO Section: RIZAL

Inclusive Dates August 19-23, 2024 Learning Area MAPEH

Scheduled Time 7:20-8:05 Topic Colors of Lig

I. OBJECTIVES

A. Content Standard
The learners demonstrate understanding on the some properties and characteristics of visib
Light.

B. Performance Standards The learners should be able to discuss phenomena such as blue sky, rainbow, and red sunset
the concept of wavelength and frequency of visible light.

C. Learning Competencies / Explain the hierarchy of colors in relation to the energy of visible light. (S8FE-If-27 )
Objectives (Write the LC Code)

D. Unpacked At the end of the period, the students will be able to:
1. Explain hierarchy of colors in relation to energy;
2. Demonstrate the existence of the color components of visible light using a prism or diffra
grating; and
3. Appreciate the importance of colors of light.

Colors of Light
II. CONTENT

III. LEARNING RESOURCES

A. References Science 8 Learner’s Module, Textbook, and DepEd Portal

1. Teacher’s Guide pages

2. Learners’ Materials pages Learner’s Module Pages 8-29

3. Textbook pages Science 8 Learner’s Textbook Pages 91-110

4. Additional Materials from file:///C:/desktop/2020-2021/MODULES%207-12/QUARTER%201/scie%208%20q1/

Learning Resources Portals science8_q1_mod5_colors-of-light_v2.pdf
B. Other Learning Resources

IV. PROCEDURES

A. Revising previous lesson or ELICIT

presenting the new lesson
The teacher ask questions about the previous lesson.
(Unistructural) 1. Have you ever wondered how a majestic rainbow is formed?
(Multistructural) 2. Why do we see spectacular events in the sky like red sunset, blue sky
rainbows?
(Relational) 2. How is the arrangement of color determined by nature?
B. Establishing a purpose for the ENGAGE
lesson  Presentation of objectives to the class.
-The teacher will show the illustration as opening the lesson to the class.
C. Presenting examples/ instances How well you remember how a rainbow
of the new lesson like?

D. Discussing new concepts and EXPLORE & EXPLAIN (15 minutes)

practicing new skills #1
-The teacher will discuss the following:
 1. What happens when the light hits the mirror?
  The colors in white light are red, orange, yellow, green, blue indigo and violet
E. Discussing concepts and  We highlight here the arrangement of colors of light as ROYGBIV when dispersion
practicing new skills #2 happens.
 A prism is a transparent optical element with flat and polished surfaces that dispers
F. Developing mastery light.
(Leads to Formative
Assessment 3)

G. Finding practical ELABORATE

applications of concepts
and skills in daily living Group Activity:

-The teacher groups the class into four groups, and they shall report their output.

Group 1:Use crayons or colored pencils to fill in the color spectrum below and label the disp
colors on the blank provided.

GROUP 2: Study the table and answer the questions that follow on a separate sheet of pape
Table 1. Range of Wavelength, Frequency and Energy of Light

Questions:
Q1. Which color has the highest
frequency? the shortest wavelength
Which color has the lowest frequen
the longest wavelength? Q3. What
you observe about the wavelengths
frequencies of the different colors o
light?
Q4. Do the frequencies of colors of
increase from red to violet?
Q5. What did you observe about the corresponding energies from red to violet?

GROUP 3: Observe the illustration below and answer the questions by writing Yes if the
statement is correct and No if the statement is incorrect.

1. Does white light split in

different colors? ______
2. Do all colors of light tra
the same speed in a vacu
______
3. Do all colors of light ha
same energy? ______
4. Does blue have the sho
wavelength? ______
5. Does red have the longest wavelength?

GROUP 4: The figure below shows the visible spectrum with their wavelengths.
Identify the color that is asked using the given wavelengths.
H. Making generalizations and To generalize the lesson, let the students recite what they have learned in the clas
abstractions about the discussion.
lesson
 Observe the illustration and answer the questions after.

1. Which color has the higher index of refraction (n)? Lower index of refraction (n)?
2. Based from the illustration, which color is the most bent? Least bent?
3. What is the relationship between the bending of colors to its index of refraction?

I. Evaluating learning EVALUATE

Read the situations carefully. Choose the best answer and write it on a separate sh
of paper.
Answer Key:
1.Nina sent an arrow beam of white light through a prism. Which of the following result of col
1. A observed when light dispersed?
2. C A. three colors B. four colors C. five colors D. seven colo
3. B 2. For visible light, which property changes with color?
4. B I. frequency II. period III. wavelength
5. C A. I and II B. I and III C. III only D. I, II, and III
3. A ray of light passes through a glass block. When it passes through the glass, it changes
direction. Which of the refracted rays A, B, C or D is most likely to leave the glass block?

A. A B. B C. C D. D
4. The diagram shows a ray of white light passing through a prism and emerges as a band of
colored light which strikes a screen. What is the color of X and Y?

A. X=Blue, Y=Red B. X=Red, Y=Violet C. X=Green, Y=Red D. X=Green,

Y=Blue
5.Based on the colors of light, what color comes between red and yellow?
A. Indigo B. Green C. Orange D. Violet

A. Additional activities for EXTEND

application or remediation
-The teacher let the students give scientific explanations of certain superstitious be
related to observable phenomena in the sky.
-Students are able to give the scientific explanation to clarify the beliefs of the people in the
locality on phenomena.
1. Red sky in the afternoon (Sunset)
2. Rainbows only appear after the rain.
3. There’s a pot of gold at the end of the rainbow.
 .

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progre
week. What works? What else needs to be done to help the students learn? Identify what hel
VI. REFLECTION
Instructional Supervisors can provide for you so when you meet them, you can ask them re
questions.
A. No. of learners who earned
75% in the evaluation.
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching
strategies worked well? Why
did it 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
learners?
Prepared by: Noted by:

RENABEL P. MANDAGUIO JOSEPHINE A. MAMPARO

Teacher II Principal III