Topic
Secondary Section
Physical Measurement
Sub-topic
Refraction of light through lenses
Grade Level
X
Subject Area
Physics
Timeline
1 slot (50 minutes)
Subject learning
outcomes
SLO. No.
Subject learning outcomes
Differentiate between physical and non-physical
quantities
Cognitive level
A
1.1.2
Exemplify that physics is based on physical quantities
only
A
1.1.3
identify various physical quantities as base and derive
quantities;
1.1.1
Resources available for Book, white board, marker
teacher/student use
(worksheets, stencils,
teacher materials,
websites, references,
etc.)
Equipment
Laptops, multimedia
Requirements:
(computers, software,
etc.)
Detailed instructions
Introduction (5 - 7 minutes):
for each activity or
lesson (teacher notes,
 Begin the lesson with the recap of refraction of light. Provide description
activity information,
regarding convex and concave lenses. Students to be given lenses in their hands
learning strategies,
and identify the type of lens.
teacher role, student
roles)
Concept Explanation and Examples (40 minutes):
 Show a PowerPoint presentation and explain the topic.
 Use visual aids, such as simulation, to help students understand the refraction of
light through lenses. The simulation will help the students identify that how the
object location will affect the formation of image and the type of image. Students
will also be explained the difference of real image and virtual image.
 Through simulation students will identify the image location, and the type of
image by placing the object at different location. (Group activity)
 After the activity and discussion of correct results, Uses of lenses in everyday
life will be discussed. An assignment (home task) will be given to the students

(collaborative group work) through which they will identify about the lens used
in the particular apparatus. Identify the object placement, image location and
type of image formed by the apparatus.
Students will then be demonstrated about how to draw ray diagrams in their
journals by taking help from simulation.
Encourage students to take notes and ask questions for clarification.
ICT Integration



Simulation (link to be uploaded on google class room).
The details regarding the assignment to be uploaded on google classroom.
Students will be allowed to use any software to present their assignment. (e.g.,
Google docs, google slides, Canva etc.) After review by teacher, students will
upload their reviewed assignment on google classroom for the other students to
be facilitated.
The drawing of ray diagram can also be shown through GeoGebra
Special Educational
Needs(SEN): (needs
where required)
Teacher will upload solution of the worksheet (group activity) on google classroom
Assessment
information (e.g.,
worksheets,
assignment)
Home assignment:
Students will be asked to draw ray diagrams in their journals.