This Supplementary activities for Science 10 Based from MELCs are

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Self-Learning Module
in Response to Covid-
19 Panademic
Grade 10 - Science
ADM Module in Science 10 – Integrative Model

Quarter I
Unit 2. Radiation at Home and the Environment

Most Essential Integrated Week Performance Task Integrated, Practical and Home – Assessment and Internet –
Learning Content Standards Connected (Real –life) Activity based resource link
Competencies
1. Compare the Electromagnetic PBL Journal Activity on their Daily Rubrics on the PBL Output
relative Waves Activities
wavelengths of A. Two stars emit radiation with -Compare the sky during sunrise and Conceptual Question
different forms of Electromagnetic Week 1 – same power. Star A is twice sunset for 1 week (may take pictures Which type of radiation has the
electromagnetic Radiation 2 as far from the Earth as star or videos if smartphones are narrowest range of wavelength?
waves B. Explain how the intensities available)
Nature of EM Waves of the radiations compare to Metacognitive Question
an observer on the Earth. -Compare the different colors of the
Given the main signal from Petals of the Flowers or leaves of the How would the humanity in the
star A is in ultraviolet region plants at home, investigate how these 21st Century become with the
of the spectrum, calculate the become the colors of petals or leaves discoveries of the several types of
wavelength of this radiation. electromagnetic radiation?
-
B. Observe physically two
identified stars in the sky
during nighttime to be able to
support your answers with
real – time observations.
2. Cite examples of Practical Uses of Case Study The students will investigate the uses Multiple Choice Questions
practical Electromagnetic Week 3 - and effects of different appliances at
applications of the Waves at Home, 4 A. The use of Ultraviolet Light in home or medical imaging which uses Journal Entry on the EM Waves at
different regions Environment, Killing Bacteria and Viruses EM waves, eq. Home
of EM waves, Industry and Medical a. TV
such as the use of Applications B. The New Wave of b. Radio Rubrics on the Case Study
radio waves in Communication Systems: c. Cellular Phone

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 telecommunicatio Cellular Phone Technology d. Microwave
ns e. X-ray
f. Ultrasound
g. Magnetic Resonance Imaging
3. Explain the Ionizing and Non- A. Visit a cancer patient or write Inventory of the Non-ionizing radiation Conceptual Question
effects of EM ionizing Radiation at a letter to a cancer patient on uses at Home Explain what happened to the
radiation on living Home and the ill- effects of radiation, write it randomness and decay of same
things and the Environment Week 5 in a manner on which you At Home Lab amount of radioactive material but
environment show your empathy and Conduct an experiment using monggo at a higher temperature.
Physiological Effects kindness. or marbles on Radioactivity
of Non-Ionizing Metacognitive Question
radiation B. Design an experiment to test Research on the principles of the Use How chemotherapy becomes an
the properties of varying of EM radiation in medical imaging “ironic” savior of the humanity?
grades (SPF’s) of suntan
lotions
4. Predict the Mirrors and Lenses A. Image on a spoon. Journal Activity on their Daily Conceptual Questions
qualitative Activities Why do images produced by two
characteristics Color and Week 6 B. Investigate at what distance -Photograph an instagrammable opposing flat mirrors appear to be
(orientation, type, Polarization -7 from the spoon where you multiple images that were created by progressively smaller?
and can find an upright image of multiple reflections between two flat
magnification) of your face. mirrors. Write a narrative Explain why magnified images
images formed by seem dimmer than the original
plane and curved PBL -Identify the materials at home that objects.
mirrors and C. What test you can perform to can be considered as mirror or lens.
lenses determine if an image is real Alternative Assessment
or virtual? -Conduct a simple experiment using Explore the use of corner and
these materials at home to describe ceiling mirrors as low-tech
D. Show this prediction using the image formation. surveillance device at home.
materials at home.
5. Identify ways in Optical Instruments A. Model an optical instrument Activity Sheets on the following Portfolio Project
which the of your choice and identify -The Human Eye, Parts and Defect The astronomers recognized that
properties of The Human Eye Week 8 the characteristics of the moonlight was a reflection of
mirrors and image formed by mirrors and -Investigate Eye Defect from your sunlight. This theory explains the

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 lenses determine Camera lenses in the said optical family member or neighborhood eclipses. Make diagrams showing
their use in optical instrument. how you can represent moon’s
instruments (e.g., Other Optical -Snapshot using cellphone camera illumination and the path of light
cameras and Instruments when moon, Earth and sun were
binoculars) in various positions on ordinary
nights and on nights where there
were lunar eclipses. Find out
some scientific work to support
your claims. Make a scientific
paper for this topic.

Document your nightly

observations using your own
made telescope.

Conceptual Question
If the eye receives an average
intensity greater than 1.0 x 102
W/m2 , damage to the retina can
occur. This quantity is called the
damage threshold of the retina.
(a) What is the largest average
power (in mW) that a laser beam
1.5 mm in diameter can have and
still be considered safe to view
head-on? (b) What are the
maximum values of the electric
and magnetic fields for the beam
in part (a)? (c) How much energy
would the beam in part (a) deliver
per second to the retina?

6. Explain the Alternating Current, Infographics Journal Activity on their Daily 2 Review Questions

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 operation of a Generators and Week 9 Activities eg. What is meant by the term
simple electric Motors A. Make an infographics to frequency in reference to an
motor and explain the operation of a Identify chain of electromagnetic alternating current?
generator Parts and Functions simple electric motor and energy transformations involved in
of Generator and generator making the blades of a ceiling fan 3 Conceptual Question
Electric Motor spin. eg. The faster the coil loops, or
B. Show also the impact of armature, of an AC generator, the
Comparison between electric motor and generator Conduct an assessment of how a harder it is to turn the armature.
Generator and to the economy motor works in a toy car.
Electric Motor Metacognitive Question
C. Explain the content of your Design Activity eg. How will the Philippine
Lenz’s Law inforgraphics to your parents. You are tasked to make a generator. economy growth ushered with
You have some electrical devices that electric generators?
Applications of you could operate using a generator
Electric Motor and but you have no magnets. The earth’s
generator magnetic field at your location is
horizontal and has magnitude 8.0 x
10-5 T, and you decide to try to use
this field for a generator by rotating a
large circular coil of wire at a high
rate. Illustrate your proposed design
and defend if this design is feasible.

Quarter 3

Biology – Hormones and Reproductive System

Most Essential Integrated Week Performance Task Integrated, Practical Assessment

Learning Content Standards and Home – Connected (Real –life) and Internet-
Competencies Activity based resource
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 link

1. Explain the role -Review on Human Week 1 A. The students will explore the different Journal Activity Multiple
of hormones Reproductive hormones involved in human Reaction and reflection on the lesson for choices and,
involved in the system reproductive system this week. Rubrics for
female and male Performance
reproductive - Human *Self-reflection on the possible tasks/ Activity
systems endocrine B. Explain major parts of the consequences of intimate physical
glands and their reproductive system and their relationships.
hormones functions
(Sex hormone) *may ask someone older in the house 😊

PH Activity

-Be under control?

*using the activity chart found in the
module

-Matang Lawin
*Observe any pet in the house/community
how male animal reacts to female animal.

2. Describe the -Feedback Week 2 A. student will synthesize information Journal Activity Multiple
feedback regulation concerning feedback mechanism to Reaction and reflection on the lesson for choices and,
mechanisms menstruation, ovulation and pregnancy. this week. Rubrics for
involved in -The ovarian Performance
regulating cycle and PH Activity tasks/ Activity
processes in the menstrual cycle B. Describe some physical, mental,
female and emotional changes that occur during -Save the date
reproductive puberty *using the activity chart found in the
system (e.g., module
menstrual cycle,

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 puberty) -memories bring back memories
*Using their old and current pictures,
students will create a collage on how
puberty hits them
hard.

Journal Activity
3. Describe how the -Feedback Week 3 A. Students will trace the flow of Reaction and reflection on the lesson for Multiple
nervous system mechanisms help how nervous system coordinates in this week. choices and,
coordinates and the organism maintaining homeostasis Rubrics for
regulates these maintain PH Activity Performance
feedback homeostasis to (Student will perform tasks/ Activity
mechanisms to reproduce three tasks on how -Beat one’s brains out
maintain our body reacts) *using the activity chart found in the
homeostasis - Coordination of module
Endocrine and
Nervous Systems -Acting skills
*The activity is related to coordination of
our brain to maintain homeostasis (either
positive or negative – sweating, etc.)

Quarter IV – Chemistry

Most Essential Integrated Week Performance Task Integrated, Practical and Home – Assessment and
Learning Content Standards Connected (Real –life) Activity Internet – based
Competencies resource link
Investigate the TLE Q4/ Week Activity: Learning Stations   Describe what happen in the following - Rubric for the activity

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relationship between: - cooking 1-2 scenario: - Open ended
1. volume and principles A. Volume and Pressure Application questions
pressure at 1. The class is divided into three groups. - Automobile engine - Personal Journal
constant 2. Each group is given a worksheet for - Medical respirator 1-2-3- template
temperature of a the three learning stations. - Syringe
gas 3. The task of each group is to work on - Scuba Divers
2. volume and each of the three learning stations and - Hand Bicycle Pump
temperature at identify the relationship of the given - Soda Cans
constant pressure properties of gases with each other. B. volume and temperature
of a gas - Hot air balloons
3. explains these 1. Learning Station 1: - Tire
relationships Marshmallow Madness
- Human lungs
using the kinetic In this learning station, students
molecular theory - Pool floats
investigate the relationship of
pressure and volume. - Bakery
2. Learning Station 2: Hot or
Cold? Reference:
In this learning station, students https://chemistrygod.com/charles-
investigate the relationship of law
volume and temperature.
3. Learning Station 3: The
Amazing Soda Can  
In this learning station, students
investigate the relationship of
temperature and pressure.

Reference:

Asia-Pacific Forum on Science Learning and

Teaching, Volume 14, Issue 2, Article 12
(Dec., 2013)
Allen A. ESPINOSA, Sheryl Lyn C.
MONTEROLA and Amelia E. PUNZALAN

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 Career-oriented performance tasks: Effects
on students’ interest in Chemistry
https://www.eduhk.hk/apfslt/v14_issue2/espi
nosa/page9.htm
b. Recognize the TLE Q4/ Week The Last Supper Fan N Pick Scenario Cards
major categories - Foods rich in 3-4
of biomolecules 1. Proteins The Case: a. Animals like whales and seals have
such as 2. Lipids You are walking along the beach after a thick layer of blubber, fatty tissue,
carbohydrates, 3. Nucleic dinner, sometime after 9:00pm in Daytona under their skin. How would these
lipids, proteins, acid Beach, FL. You come across detectives at a animals be better adapted to colder
and nucleic acids crime scene of a young woman (Jane Doe). environments where food sources
The detectives have asked you (a forensic are limited?
pathologist on vacation) to assist in b. Describe a dinner a marathon
determining the cause of death and the runner would eat the night before
individual(s) responsible. In order to identify running the Covid Marathon, and
the victim and the individual who committed give reasons for your food choices.
the crime, you need to question all the c. What advice would you give
individuals whom the victim came in contact someone who asked you “what
with the day before. Near the victim there foods should I eat to increase my
was a substantial amount of body fluids nucleic acid intake?”
(vomit). In order to gain more information d. You are competing in a 50-day
about the victims last know location, you survival challenge and can choose
need to analyze the body fluid (vomit) to only one type of food to bring. What
identify at which establishment the victim had food do you choose and why: lard,
eaten. The detectives have found receipts in meat, or bread?
the victims’ purse from the following
restaurants: Reference:
https://science4inquiry.com/LessonPlans/L
Burger Mania ifeScience/Macromolecules/Macromolecul
The victim loved to eat burgers with her esLesson.pdf
friends at Burger Mania. What
macromolecules would you expect to find in

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 the stomach contents of the victim if the
victim's final meal was eaten here?

Wing House
The victim would hang out here to watch
sporting events while feasting on hot wings
and celery. What macromolecules would you
expect to find in the stomach contents of the
victim if the victim's final meal was eaten
here?

Olive Garden
The victim loved to go here for a night of
bread, olive oil, and pasta. What
macromolecules would you expect to find in
the stomach contents of the victim if the
victim's final meal was eaten here?

Task:
1. As a NBI forensic pathologist, you
have removed the contents of the
victim’s stomach to analyze and
determine where the victim had her
last meal
2. Support your answer with logical
explanation based from facts and
theories about biomolecules.
3. Without conducting the test, what are
your preliminary evidences?
4. Used your
Claim/Evidence/Justification
Worksheet.
5. Apply the Economics Q4/ Week Analogy:

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 principles of - Supply and 5-6
conservation of demand The Bonfire/Campfire
mass to chemical
reactions One common example you’ll come across
is the image of a bonfire or campfire.

Picture this: you’ve gathered some sticks

with friends and lit them with a match. After a
couple of toasted marshmallows and
campfire songs, you realize that the bonfire,
or campfire, you've built has completely
burned down. All you’re left with is a small
pile of ashes and some smoke.

Your initial instinct might be to assume that

some of the campfire's original mass from
the sticks has somehow vanished. But it
actually hasn’t—it’s simply transformed!

In this scenario, as the sticks burned, they

combined with oxygen in the air to turn into
not just ash but also carbon dioxide and
water vapor. As a result, If we measured the
total mass of the wooden sticks and the
oxygen before setting the sticks on fire, we'd
discover that this mass is equal to the
mass of the ashes, carbon dioxide, and
water vapor combined

The Burning Candle

A similar law of conservation of mass

example is the image of a burning candle.
10 | M o s t E s s e n t i a l L e a r n i n g C o m p e t e n c i e s Grade 10 Science
 For this example, picture a regular candle,
with wax and a wick. Once the candle
completely burns down, though, you can see
that there is definitely far less wax than there
was before you lit it. This means that some of
the wax (not all of it, as you’ve likely noticed
with candles you’ve lit in real life!) has been
transformed into gases—namely, water
vapor and carbon dioxide.

As the previous example with the bonfire has

shown, no matter (and therefore no mass)
is lost through the process of burning.

Reference:
https://blog.prepscholar.com/what-is-the-law-
of-conservation-of-mass-examples
6. Explain how the TLE Q4/ Week DEMONSTRATION Let’s dig in!
factors affecting - Food 7-8
rates of chemical preservation CAUTION: the jar gets hot! Do not touch it 1. Observe how long food
reactions are without protection. Young children should preservation took place. Record
applied in food not attempt this exercise without adult your observation for 10 days in the
preservation and supervision. activity sheet. Discuss your
materials observation.
production, There are various ways in which the fire 2. Just place a flat piece of aluminum
control of fire, triangle can be broken or altered. One foil at the bottom of a drinking glass
pollution, and example of how the triangle can be broken or jar, place the penny on top of the
corrosion can be done with a short candle and a jar. foil, and fill with water (be careful
Light the candle and set it on a flat surface. not to disturb the penny while filling
After its burning well, place the jar upside- the jar). Then sit back and watch
down over the candle. After a short time, the over the next few hours as the
candle will go out. This occurs because all of water becomes cloudier and
the oxygen inside the jar has been used up cloudier. After 24 hours drain the

11 | M o s t E s s e n t i a l L e a r n i n g C o m p e t e n c i e s Grade 10 Science
 by the burning candle and no additional water and take a peek at the foil
oxygen can get to the candle because of the and the penny. You should see
jar. Before you put the jar over the burning deterioration, i.e. corrosion on the
candle, you had all the ingredients necessary aluminum foil where the penny
for combustion; heat from the match, fuel in once sat.
the candle and oxygen from the air. https://blog.imaginechildhood.com/i
magine-childhood/2013/09/-tell-me-
Relight the candle. This time, take a pair of a-story-chemistry.html
scissors and cut off the wick below the flame 3. Explain how acid rain becomes
and remove the candle. Again, the fire will pollution.
go out after a short period when the rest of https://www3.epa.gov/acidrain/educ
the wick that was left on the scissors is ation/site_students/whatcauses.htm
consumed. This time you had plenty of l
oxygen in the air but you removed the fuel.
The same principle is used in fighting
wildfires. Remove heat, oxygen or fuel and
the fire goes out.

In suppression of a wildfire, the objective is

to stop combustion by removing or altering
one or more sides of the triangle.
http://www.auburn.edu/academic/forestry_wil
dlife/fire/combustion.htm

Credits:

Jayson L. de Vera, Andy Nestor Ryan Pazon, Mark Vega

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