DAILY LESSON LOG
School
Teacher
Teaching Date and Time
MONDAY
Kuguita Inetgrated School
ELINA L. QUIMSON
November 7-11, 2022
TUESDAY
Grade Level
Learning Area
Quarter
WEDNESDAY
10
SCIENCE
SECOND
THURSDAY
FRIDAY
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
II.
The learners should demonstrate an understanding of the different regions of the electromagnetic spectrum.
S10FE-IIa-b-47
Trace the Timeline of
EM wave theory
Describe how
electromagnetic (EM)
wave is produced and
propagated.
CONTENT
Development of EM
wave theory
Electric and Magnetic
Fields
Compare the relative
wavelengths,
frequencies, and
energies of the different
regions of the
electromagnetic
spectrum.
Identify materials that
can block or allow
radio waves to pass
through.
Produce and detect
radio waves
Compare the speed of
EM waves through
different materials.
Electromagnetic Spectrum
Electromagnetic
Characteristics of
Spectrum
Electromagnetic Waves
Electromagnetic
Spectrum
(Radio Wave)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
pp. 118
pp.120
pp. 121
pp.121
pp.122
2. Learner’s Materials
pages
3. Textbook pages
pp. 144
pp. 146-147
pp. 147-152
pp.149-150
pp.152-153
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV.
A.
PROCEDURES
Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose for
the lesson
C.
http://orangeuy.com/wav
esandelectromagneticspectrum
-worksheetanswers.html
http://inventors.about.co
m/od/ti
melines/a/Electromagne
ts.htm
Presenting
examples/Instances of
the new lesson.
Recall Electromagnetic
Induction
Define Electricity and
Recall the properties
Magnetism
Define of EM waves.
Electricity and Magnetism
Recall the
different types
EM waves.
Recall the different
regions of the EM
waves.
Show pictures of the
different applications of
EM Wave.(e.g. remote
& x-ray film)
PICTURE ANALYSIS:
Show a remote
controlled car.
What kind of EM
waves it is?
How does radio wave
produce?
How does a RC
Car move.
After the students know
the different regions of
the EM spectrum they
will perform an
experiment about the
radio wave.
Show pictures of the
different proponents of
EM wave theory. (based
on their Homework
yesterday)
The students will analyze
the picture and identify
which is electric field and
magnetic field?
Does it travel in a
medium? What are the
characteristics of
Electromagnetic
wave?(frequency,speed
and wavelength)
Name the given
pictures.(see
attachments)
Relate them to the
types of EM waves
Solving sample problems.
D. Discussing new concepts
and practicing new skills
#1
Perform Activity 1:How
it came about...The
Electromagnetic Wave
Theory.
V=ƛƒ
Compute the following
problems on page 147 of
the LM.
Perform Activity
Perform Activity Perform
Activity
Electromagnetic Wave 2: Now you go! 3:Sound Check...on
page 152 of the LM.
(see attachment)
Now you won’t!
(LM pp. 149150)
E. Discussing new
concepts and
practicing new skills #
2
F. Developing mastery
Based on the activity what
(leads to Formative
new insights/learning did
Assessment 3)
you get about natural
world?How did it change
your view about light?
G.
Finding practical
application
of
concepts and skills
in daily living
What would happen if EM
waves were not
discovered?
H.
Making
generalizations and
abstractions about
the lesson
Proponents of EM Waves
Hans Christian Oersted
Andrei Marie Ampere
Michael Faraday
James Clerk Maxwell
Heinrich Hertz
I. Evaluating learning
Answer in the activity
Discuss the different types
of EM waves.
Enumerate the
characteristics of
electromagnetic wave
.
Based on the activity
enumerate the types of
EM waves.
Radio wave
Micro wave
Infrared
Visible light
UV
X-ray
Gamma ray
A wave is a disturbance Waves in the EM
that transfer energy.
spectrum include the
following from the
EM waves can travel
longest wavelength to
through a medium but
the shortest
unlike other types of
wavelength.
waves, they can also travel
in VACUUM.
Radio wave
Micro wave
Infrared
V=ƛƒ
Visible light
UV
X-ray
Gamma ray
Give another problem for
the
Label the Pictures(see
Based on the activity
which materials can
block or allow radio
waves to pass
through so that the
RC car can move.
Discuss the
answer in the
Guide questions.
Why do you think
When you are
some materials block listening to the
the EM wave?
radio,sometimes
you hear static
sound how can
you resolve it?
Electromagnetic
waves do not need
any material medium
for their propagation.
They can travel
through a vacuum.
They have high
speed.They are
caused by change in
electric and magnetic
field.
Answer in activity
Answer in activity
students to answer.(see
attachment)
J. Additional activities for
application or
remediation
IV.
REMARKS
V.
REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
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 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 use/discover which I
wish to share with
other teachers?
Research for more scientist
who made significant
contributions in the
development of the study
on the EM spectrum.
Research about different
types of Electromagnetic
Spectrum
attachment)
Prepared by:
ELINA L. QUIMSON
SST-1
Noted:
ROLLY D. TAJALE,PhD
Principal I
School
DAILY LESSON
LOG
Kuguita Integrated School
Teacher ELINA L. QUIMSON
Teaching Dates and M-F 1:00-1:48
Time Week 2
MONDAY
TUESDAY
Grade Level
Learning Area
Quarter
10
SCIENCE
SECOND
WEDNESDAY
THURSDAY
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency
/Objectives
Write the LC code for each.
II.
The learners should demonstrate an understanding of the different regions of the electromagnetic
spectrum.
S10FE-IIa-b-47
Describe how radio waves are
generated,transmitted,
and
received.
Name the parts of the radio
transmitter and receiver and give
the functions of each parts.
S10FE-IIe-f-47
S10FE-IIe-f-47
S10FE-IIa-b-47
Discover infrared and
Discover the
Define visible
its effect.
effects of UV rays? light.
Explain the relationship
between frequency and
energy carried by an
EM wave.
CONTENT
Electromagnetic spectrum
Radio waves
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
S10FE-IIa-b-47
Compare and
discuss the
relative
wavelength of
microwave, x-ray
and gamma ray.
Cite some
applications and
uses to human
being.
pp.122-123
Infrared
pp. 124-125
Ultraviolet
pp. 127-128
Micro wave,X-ray
Visible light and Gamma ray
pp.127
pp. 124,128
F
R
I
D
A
Y
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning
Resource
(LR)portal
B. Other Learning Resource
IV.
pp. 153-154
pp.157-158
https://www.google.com.ph/webhp https://www.google.com.
? sourceid=chromeph/we
instant&ion=1&espv=2&ie=UTF- bhp?sourceid=chromein
stant&ion=1&espv=2&ie
8#q=radio+waves
=UT
F-8#q=infrared+waves
pp. 161-162
pp. 160
pp.155,162-163
https://www.google. https://www.google https://www.google.
com.
.com.ph
com.ph
ph/webhp?sourceid /webhp?sourceid= /webhp?sourceid=c
=chr omechromeinstant&ion hromeinstant&ion=
instant&ion=1&espv =1&espv=2&ie=
1&espv=2&ie=
=2&i e=UTFUTFUTF8#q=ultraviolet+wav 8#q=visible+light+ 8#q=x+ray+waves
es
waves
PROCEDURES
A. Reviewing previous lesson or Recall how radio waves produced. Recall the wavelength
presenting the new lesson
and frequency of
infrared. (as their
previous lesson)
B. Establishing a purpose for the
lesson
We are familiar to a radio, can
Use a dictionary to look
you name the parts of it? Do we up the definition of of the
know how it transmit and receive prefix infra,what does this
sound?
tell you about the
position of infrared
radiation on the EM
spectrum?
Recall the
wavelength and
frequency of
ultraviolet.(as their
previous lesson)
Enumerate the
colors that
constitute the
visible light.
Look
for
the The students will
meaning of ultra, sing the Nursery
Rhyme:
relate it to
Rainbow
the location of
ultraviolet radiation How many colors
does the rainbow
on the EM
have? Each time
spectrum.
it appear in the
sky.
Red
Orange
Yellow and
Green
Blue
and
Recall
the
wavelength
of
microwave,x-ray
and gamma ray.
Show a picture of
microwave oven
and xray film.
Ask them how does
these things very
useful to us.
C.
Presenting
examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
How radio waves are Where do we use infrared?
generated?
Divide the class into
5 groups.
Let each group
perform Activity 4:
Then there was
sound?(LM pp.153154)
Perform Activity 5: Its
getting hotter (LM pp.
157158)
Perform
Activity
6:
Screen UV
out
(LM
pp.161-162)
Discuss the different
colors of visible light.
Identify the
wavelength of each
colors of visible light.
Indigo
the last
one is
Violet.
http://www.darvill.clar
a.n
et/emag/emagvis.htm
E. Discussing new
concepts and
practicing new skills
#2
Let each group present
their observations in the
experiment.
Clarify students’
misconception.
Let each group present Let each group
their observations in the present their
experiment.
observations in the
experiment.
The teacher facilitates
the discussion to
clarify students’
misconception.
Define Microwave,X-ray
and
Gamma
ray.
Describe
how
these
radiation help us.
F. Developing mastery
(leads to Formative
Assessment 3)
Finding practical
application
of
concepts and skills
in daily living
H.
Making
generalizations and
abstractions about
the lesson
What common problems
could arise during
transmission and
reception of radio waves?
Aside from the given
applications in the
book, cite atleast 5
other applications of
infrared radiation.
Can
ultraviolet
radiation damage our
skin?
List down the
different colors
present in visible
light.
What is
microwave?Xray?
Gamma ray? What is
microwave
transmission?How does
microwave works?
What is the use of x-ray?
How are they produced?
What emits gamma ray?
How are they produced?
What are dangers of
gamma rays?
Enumerate the things that
prove that radiation is
useful to us.
Infared was
discovered by a
famous astronomer
Sir Frederick William
Herschel,it is a form
of radiation other than
a visible light.
Another applications
of infrared:
1.car locking systems
2. emergency
response
UV radiationlight has
Visible light is a
form of
electromagnetic
(EM) radiation, as
are radio waves,
infrared radiation,
ultraviolet radiation,
X-rays and
microwaves.
Generally, visible light
is defined as the
wavelengths that are
visible to most human
eyes.
Microwave radiation is
G.
What is the importance of
radio waves in our daily
life?
Radio waves may
interfere with other
signals. This makes
transmission and
reception difficult.
systems
3.home security
systems
4. headphones
5.computers
a. mouse
b. keyboards
c. printers
shorter
wavelengths
than
visible
light.
Although UV waves are
invisible to the human
eye, some insects, such
as bumblebees, can see
them.
It is a type of radiation
that is produced by the
sun and some artificial
sources, such as
solariums.
The
sun's UV radiation
is the major cause
of
sunburn,
premature ageing,
eye damage and
skin
damage
leading to skin
cancer . However, it
is also the best
natural source of
vitamin D.
Light is a transverse,
electromagnetic wave
that can be seen by
humans. The wave
nature
of
light
was first
illustrated
through
experiments
on
diffraction
and
interference. Like all
electromagnetic waves,
a form of
electromagnetic radiation
that has a frequency of
between 0.3 and 300
gigahertz, which places it
between radio and infrared
waves
on
the
electromagnetic spectrum.
The
corresponding
wavelengths
of
microwaves are
between 1 millimeter and 1 meter.
X-rays are a very energetic form of
electromagnetic radiation that can
be used to take images of the human
body. Gamma rays are the most
energetic form of electromagnetic
radiation, with a very short
wavelength of less than one-tenth of
a
nanometer. Gamma radiati
on is the product of radioactive
atoms. Depending upon the ratio of
I. Evaluating learning
Answer in the
activity.
Answer in the
Activity.
Answer in the
activity
light can travel through
a vacuum.
neutrons to protons within its nucleus,
an isotope of a particular element
may be stable or unstable.
Short Quiz (see
attachment)
Short Quiz (see attachment)
J. Additional activities for
application or remediation
V.
VI.
REMARKS
REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional
activities for remediation
who scored below 80%
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 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 use/discover
which I wish to share with
other teachers?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works?
What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you
so when you meet them, you can ask them relevant questions.
Prepared by:
Noted by:
ELINA L. QUIMSON
ROLLY D. TAJALE,PhD
SST-1
Principal I
School Kuguita Integrated School
Teacher ELINA L. QUIMSON
Teaching Date and November 20-25, 2022
Time Week 3 1:00-1:48 PM
DAILY LESSON LOG
MONDAY
TUESDAY
Grade Level
10
Learning Area SCIENCE
Quarter
2nd
WEDNESDAY
THURSDAY
FRIDAY
VI.OBJECTIVES
D. Content Standard
E. Performance Standard
F. Learning
Competency/Objectives
Write the LC code for each.
The learners demonstrate an understanding of the image formed by the different types of mirrors and lenses.
The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes.
S10FE-IIg-50
•
•
•
VII.
CONTENT
Pre-assess students’
knowledge about
reflection of light in
mirrors.
Determine the height,
width, and the
distance from the
mirror of the image
formed by plane
mirrors.
Compare the actual
height, width and the
distance from the
mirror of the object
with that of the image
formed by plane
mirror.
S10FE-IIg-50
•
•
Compare the angle
of reflection and the
angle of incidence.
State one of the laws
of reflection.
S10FE-IIg-50
•
•
Describe the
image formed
by plane
mirror.
Show an
understanding of
reversal effect in
mirrors by writing
laterally inverted
letters and words.
REFLECTION OF LIGHT IN MIRRORS
S10FE-IIg-50
•
•
Identify the
relationship
between the
number of
images
formed and
the angle
between the
two mirrors.
Use the
gathered data
to derive the
formula for
determining
the number of
images formed
when two
mirrors are
kept at a
certain angle.
S10FEIIg-50
Differ
entiat
ea
conc
ave
and
conv
ex
mirro
r.
Reflection of Light in
Plane
Mirror
(Activity 1 Mirror, mirror,
on the wall….)
Reflection of Light in
Plane
Mirror
(Activity 2 Angle of
Incidence vs. Angle of
Reflection)
Reflection of Light in
Plane Mirror
(Activity 3 Mirror LeftRight Reversal)
Reflection of Light
in
Plane Mirrors (
Activity
4 Who wants to be
a millionaire?)
Curved Mirror
5. Teacher’s Guide
pages
136-137
138-139
139-140
140-141
141-142
6. Learner’s Materials
pages
173-175
175-177
177-178
178-180
180-181
VIII. LEARNING
RESOURCES
C. References
7. Textbook pages
8. Additional Materials
from Learning
Resource
(LR)portal
http://www.physicsclassroom.c http://www.rpi.edu/dept/phys/ http://www.physicsclassro http://www.physicsclass http://www.physicsclas
om/class/refln/LessonScIT/InformationTransfer/reflr om.com/class/refln/Lesson room.com/class/refln/Le sroom.com/class/refln/ Lesson2/ImageCharacteristics
efr/rr_sample/rrsample_05.ht -2/Image-Characteristics
3/TheAnatomy-of-a-CurvedMirror
sson-2/Rightml
AngleMirrors
http://www.physicsclass
room.com/class/refln/Le
sson-2/OtherMultipleMirror-Systems
D. Other
Resource
IX.
Learning
PROCEDURES
K. Reviewing previous
lesson or presenting
the new lesson
Ask the students to answer
the pre-assessment (LM
pp.169172)
L.
Review students’ prior
Establishing a purpose
for the lesson
Recall the characteristics of
the image formed in plane
mirror.
Review the law of
reflection.
Review
formed
mirror.
the
by
image Review what a mirror is and what it is
plane used for.
Ask a student to stand in
You may ask the
front of a plane mirror. The students supposed
To introduce the lesson, the teacher
knowledge about
light.
teacher may ask
following questions.
the there are two mirrors at
a right angle, what do
you think will happen to
your image?
1. Is your image
exactly the same
size as you are?
Where is it
apparently found?
2. Raise your left
hand. What hand
does your image
raise?
Ask the following
questions:
•
•
M.
Presenting
examples/In
stances of
the
new
lesson.
What is
the
nature
of light?
What is
reflectio
n?
Ask the students
to write the word
“AMBULANCE”
in a sheet of
paper in the
same manner as
it is written in the
ambulance car.
Ask them also to
bring the sheet in
front of the mirror
and read the
word
“AMBULANCE”.
Solicit answers to
the students why
it is written that
way.
Show a video clip.
To learn more
about the
reflection of
light, the
teacher may
show a video
clip.
(https://www.yo
utube.com/wat
ch?v=vtSG7Pn8UU)
Show a video clip.
may ask the following questions:
•
•
•
Have you seen your image on the
two sides of clear spoon? If yes,
you may ask a follow-up question.
What do you notice about your
image on each of the two sides of
the spoon?
How will you compare your image
from the two sides of the spoon?
Show a video clip on how light rays are
reflected on a concave and convex mirror.
https://www.youtube.com/ https://www.youtube.co
watch?v=BPJ5CsGqtjU
m/watch?v=ra1SozRvrh https://www.youtube.co
m/watch?v=5WwCP0k
E&t=79s
https://www.youtube.com/
U9lE
watch?v=QsjbesdhM3w
https://www.youtube.co
m/watch?v=KV0ASy7K
E5I
N. Discussing new
concepts and
practicing new
skills # 1
To elicit the
concept of
reflection, divide
the class into
small groups and
let them
Let the students
perform activity
2 Angle of
Incidence vs.
Angle of
Reflection (LM
pp
Divide the class into
small groups and let
them perform Actvity 3
Mirror
perform activity 1 Mirror,
176-177)
mirror,
on the wall…. (LM pp 173-174)
Note: Remind the students to
handle the mirror with care
because some mirrors have
sharp edges.
Note: Remind the
students to handle the
mirror with care
because some mirrors
have sharp edges.
Warn the students to
avoid pointing laser to
someone’s eye.
Let the students
perform Activity 4 Who
Wants to be a
Left-Right
Reversal
The teacher may pass around spherical
mirrors labeled as
Millionaire? (LM pp concave and convex mirror. Ask
the students to tell the
178-179)
differences in terms of the
shape and images formed.
Class discussion
on the data they
have gathered in
the activity.
The teacher
facilitates the
discussion to
clarify students’
misconception.
Note: Remind the
students to handle
the mirror with care
because some
mirrors have sharp
edges.
O. Discussing new concepts Let each group discuss their
and practicing new skills observation in the activity.
#2
The teacher clarifies students’
misconception regarding the
activity. The teacher may show
a video for the students to
have a deeper understanding
about the characteristics of the
image formed by plane mirror.
(https://www.youtube.com/watc
h?v=Poq3u7BFhqk)
P. Developing mastery
(leads to Formative
Assessment 3)
•
•
Call a representative for Group
You may let the
discussion
each group to present
students make a
the result of the activity.
table
of other angles
The teacher clarifies
and
let
them
students’
answer how many
images
are
misconceptions
formed.
regarding the activity.
Compare the distance
from the mirror of the
object with that of the
image.
How do the height and
width of the object
compare with the height
and width of the image?
How does the
angle of incidence
compare with the
angle of
reflection?
Ask the students
to describe the
image formed in
plane mirror.
(For an online
assessment, the
teacher may
create an
account in
padlet.com and
ask the students
to describe the
image formed by
plane mirror)
Example: You
may visit
https://padlet.co
m/michelle
_morauda/Plane
MirrorIma
geFormation
What happens
to the number
of images
formed as you
vary the angle
between the
mirrors?
What
relationship
exists between
the number of
images formed
and the angle
between two
mirrors?
Based on the
data that you
have gathered,
what is the
formula for
determining the
number of
How will you
differentiate a
concave from a
convex mirror?
Q.
Finding
practical
application of concepts
and skills in daily living
R. Making generalizations and
abstractions about the
lesson
Why is the word
“AMBULANCE” written in
reversed?
A periscope is an
instrument for
observation over, around
or through an obstacle.
Explain how light travels
in a periscope.
The distance of the object from
the mirror is the same as the
distance of the image from the
mirror.
The law of reflection
states that
“The angle of incidence
is equal to the angle of
reflection”
The height and the width of the
object is the same as the height
and width of the image as seen “ The normal line,
from the plane mirror.
incident ray, and the
reflected ray lie on the
same plane.”
The image
formed by a
plane mirror is
always
erect, virtual,
laterally
reversed, same
size as the
object and found
to be apparently
behind the
mirror.
images formed
by two mirrors?
Brainstorming
activity on the
application of
reflection of
light in mirrors
as in hallways,
parlors, etc.
As the between
two mirrors
decreases, the
number of
images
increases.
Conversely, as
the angle
between the
mirrors
increases, the
number of
images formed
decreases.
The number of
images
is
inversely
proportional
Ask the students to
tell where they can
apply the concept of
concave and convex
mirrors.
A concave mirror is a
curved mirror in
which the reflective
surface bulges away
from the light source.
A convex mirror in
which the reflective
surface bulges
towards the light
source.
to the angle between two
mirrors.
𝑁=
360
−1
ɵ
Where N = no. of
images ɵ = angle
between
The mirrors placed
parallel facing each other
makes an infinite number
of images.
S. Evaluating
learning
1.
You might Please refer to the
have noticed that attachment.
emergency
vehicles such as
ambulances are
often labeled on
the front hood
with reversed
lettering (e.g.,
ECNALUBMA).
Explain why this is
so.
Answer:
Most
drivers will
view the
ambulance
in their
rear-view
mirrors. As
such, they
will be
viewing an
image of
the
Describe
the
image Please refer to the
formed by plane mirror.
attachment.
The teacher may post a pictures
and the students will identify
what type of curved mirror.
lettering.
Such
images
appear
with
left-right
reversal
and so
will be
viewed
with the
proper
orientation
AMBULANCE.
2.
If Suzie
stands 3 feet in
front of a plane
mirror, how far
from
the person will her image be
located?
T. Additional activities for
application or
remediation
Answer: Suzie (the
object) is located 3 feet
from the mirror. Suzie's
image will be located 3
feet behind the mirror.
Thus, the distance
between Suzie and the
image will be 6 feet.
Let the students do a
brainstorming activity on other
possible signage. Ask them to
cite the relevance to the
society.
Think of an optical instrument
that employs the concept of
reflection of light.
For additional activity you
can make an assessment
through padlet.com.
You may visit
https://padlet.com/michelle
_morauda/leftrightreversal
V.
REMARKS
X.
REFLECTION
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
activities for remediation
who scored below 80%
J. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
K. No. of learners who
continue to require
remediation
L. Which of my teaching
strategies worked well?
Why did these work?
M. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
N. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by:
ELINA L. QUIMSON
SST-1
Noted by:
ROLLY D. TAJALE,PhD
Principal I
School
Teacher
Teaching Date and
Time
DAILY LESSON LOG
Kuguita Integrated School
Mrs. Elina L. Quimson
December 12-16, 2022
1:00-1:48PM
MONDAY
TUESDAY
Grade Level
10
Learning Area SCIENCE
Quarter
2nd
Week 6
WEDNESDAY
THURSDAY
FRIDAY
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C.Learning
Competency/Objectives
Write the LC code for each.
The learners demonstrate an understanding of the image formed by the different types of mirrors and lenses.
The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes.
S10FE-IIg-50
•
•
Describe the location,
size, and orientation
of the images formed
by curved mirrors.
Appreciate the
importance of
concave and convex
mirrors in everyday
life.
II. CONTENT
LEARNING
RESOURCES
A. References
Construct ray diagrams
to
determine
the
location, orientation,
size and type of
images formed by
curved mirror.
S10FE-IIg-51
Determine
the
image
size and
distance
operation
ally.
REFLECTION OF LIGHT IN MIRRORS
Images Formed by Curved
Mirrors
III.
S10FE-IIg-51
Image Formed by Curved
Mirrors through Ray Diagram
The Mirror Equation
LONG
QUIZ
1. Teacher’s Guide
pages
141-144
145-147
148-50
2. Learner’s
Materials pages
182-184
185-189
190-194
3. Textbook pages
4. Additional Materials
from
Learning
Resource
(LR)portal
B. Other Learning
Resource
XI.
http://www.physicsclassro http://www.physicsclassro
om.
om.com/class/refln/Lesson com/class/refln/Lesson3/The-Mirror-Equation
3/RayDiagrams-ConcaveMirrors
Review
the
differences
between
a
concave and a
convex mirror.
Tell the students that
based on their
previous discussion
that a concave and a
convex mirror formed
different images.
Recall the image formed Recall the image formed by
by curved mirrors.
curved mirrors through ray
diagram.
Tell the students that
another way of describing
the image formed by
curved mirrors is through
ray diagram.
Tell the students ray diagrams
provide useful information
about the image formed but it
does not provide the
information in quantitative form.
The teacher will
show a video clip of
the images formed
by a concave and
convex mirror.
The will present the four
principal rays in curved
mirrors that is used in ray
diagramming. (Refer to
LM pp
185-186)
Introduce the mirror equation.
(Refer to LM p.190)
PROCEDURES
A. Reviewing previous
lesson
or
presenting the new
lesson
B. Establishing a
purpose
for
the lesson
C.
http://www.physicsclas
sroom.c
om/class/refln/Lesson3
/Reflection-of-LightandImage-Formation
Presenting
examples/Instance
s of the new
lesson.
Show a sample problem.
Note: To avoid mistake in the
problem solving part,
Note: Instruct the
students to use four rays
as much as
D.
Discussing
new
concepts
and
practicing new skills
#1
Let the students perform
Activity 5 Images Formed
by
Curved Mirrors (LM pp
182184)
Let the students present
their observation. The
teacher facilitates the
discussion to clarify
students’ misconception.
E.
Discussing
new
concepts
and
practicing new skills
#2
possible but tell them that at
least two rays are needed to
locate the image.
make sure that the sign
conventions were made
clear among students.
(Refer TG p.145)
Let the students perform
activity 6 Are you L-O-S-T
after Reflection? (LM pp
187188)
To ensure mastery on the
concept of mirror
equation, let the students
answer the problem
solving (LM pp. 192-193)
Note: Emphasize the
accuracy of measurement of
Boardwork
the focal point, F and center of
curvature, C.
Instruct the students to use
different colors of ink for
incident and reflected ray.
Let the students make a
concept map on the
difference of the images
formed on a concave and
convex mirror.
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
application
of
concepts
and
skills in daily
living
H.
Making
generalizations
and
abstractions
about
the
lesson
What happens to the size
and location of the image
when you bring the
object nearer to the
concave mirror? Convex
mirror?
J.
Additional
activities
for
application or
remediation
Give more problem
solving.
Cite practical applications of
concave and convex mirror.
The size of the image increases
and the location moves farther
when you bring the object near
the concave mirror.
The images formed by a
concave mirror can be real or
virtual depending on the
location of the object.
The images formed by convex
mirrors are virtual.
I. Evaluating learning
How does the location of the
object affect the
characteristics and location of
the image formed in a
concave mirror? Convex
mirror?
Answer guide questions
Activity 5.
You may create an online quiz
through padlet.com and ask
the students the application of
concave and convex mirror.
To generalize the topic on
image formation through ray
diagram, the teacher may ask
the students the location,
orientation, size and type of
image formed in curved
mirrors given different object
location.
The mirror equation
applies to both concave
and convex mirror.
However, for all locations
of objects in front of the
convex mirror, the image
always appears as if it is
located behind the mirror.
The image formed by a
concave mirror may be
real or virtual depending
on the object location.
Answer the guide questions in Refer to the attachment.
activity 6.
VI.
REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation who
scored below
80%
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
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
use/discover
which I wish to
share with other
teachers?
Prepared by:
Noted by:
ROLLY D. TAJALE,PhD
ELINA L. QUIMSON
SST-I
Principal I