School Southville 5-A National High School Grade Level 10
DAIL Y LESSON LOG Teacher Ms. Michelle V. Morauda Learning Area SCIENCE
Teaching Date and Time Quarter FOURTH
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
VI.OBJECTIVES
D. Content Standard The learners demonstrate an understanding of the image formed by the different types of mirrors and lenses.
E. Performance Standard The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific purposes.
F. Learning
Competency/Objectives
Write the LC code for each. S10FE-IIg-50 S10FE-IIg-50 S10FE-IIg-50 S10FE-IIg-50 S10FE-IIg-50
Pre-assess Compare the angle Describe the Identify the Differentiate a
students’ knowledge of reflection and the image formed by relationship concave and
about reflection of angle of incidence. plane mirror. between the convex
light in mirrors. State one of the Show an number of
mirror.
understanding of images formed
Determine the height, laws of reflection. and the angle
reversal effect in
width, and the mirrors by writing between the
distance from the laterally inverted two mirrors.
mirror of the image letters and Use the
formed by plane words. gathered data
mirrors. to derive the
Compare the actual formula for
determining the
height, width and the
number of
distance from the images formed
mirror of the object with when two
that of the image mirrors are kept
formed by plane mirror. at a certain
angle.
VII. CONTENT REFLECTION OF LIGHT IN MIRRORS
1
Reflection of Light in Plane Reflection of Light in Plane Reflection of Light in Reflection of Light in Curved Mirror
Mirror Mirror Plane Mirror Plane Mirrors ( Activity
(Activity 1 Mirror, mirror, on the (Activity 2 Angle of Incidence (Activity 3 Mirror Left-Right 4 Who wants to be a
wall….) vs. Angle of Reflection) Reversal) millionaire?)
VIII. LEARNING
RESOURCES
C. References
5. Teacher’s Guide 136-137 138-139 139-140 140-141 141-142
pages
6. Learner’s Materials 173-175 175-177 177-178 178-180 180-181
pages
7. Textbook pages
8. Additional Materials http://www.physicsclassroom.c http://www.rpi.edu/dept/phys/ http://www.physicsclassro http://www.physicsclass http://www.physicsclas
from Learning om/class/refln/Lesson-2/Image ScIT/InformationTransfer/reflr om.com/class/refln/Lesson room.com/class/refln/Le sroom.com/class/refln/
Resource (LR)portal - Characteristics efr/rr_sample/rrsample_05.ht -2/Image-Characteristics sson-2/Right-Angle- Lesson-3/The-
ml Anatomy-of-a-Curved-
Mirrors
Mirror
http://www.physicsclass
room.com/class/refln/Le
sson-2/Other-Multiple-
Mirror-Systems
D. Other Learning Resource
IX. PROCEDURES
K. Reviewing previous Ask the students to answer Recall the characteristics Review the law of Review the image Review what a mirror is
lesson or presenting the the pre-assessment (LM of the image formed in reflection. formed by plane mirror. and what it is used for.
new lesson pp.169- 172) plane mirror.
L. Establishing a purpose Review students’ prior Ask a student to stand in You may ask the To introduce the
for the lesson front of a plane mirror. The students supposed lesson, the teacher
2
knowledge about light. teacher may ask the there are two mirrors at may ask the following
following questions. a right angle, what do questions:
Ask the following questions: you think will happen to
1. Is your image your image? Have you seen
What is the nature of exactly the same your image on
light? size as you are? the two sides of
What is reflection? clear spoon? If
Where is it
yes, you may
apparently ask a follow-up
found? question.
2. Raise your left What do you
hand. What notice about
hand does your your image on
image raise? each of the two
sides of the
spoon?
How will you
compare your
image from the
two sides of the
spoon?
M. Presenting Ask the students to write the Show a video clip. Show a video clip. Show a video clip on
examples/Instances of word “AMBULANCE” in a sheet To learn more about the how light rays are
the new lesson. of paper in the same manner reflection of light, the teacher https://www.youtube.com/ https://www.youtube.co reflected on a concave
as it is written in the ambulance may show a video clip. watch?v=BPJ5CsGqtjU m/watch?v=ra1SozRvrh and convex mirror.
car. Ask them also to bring the (https://www.youtube.com/wa E&t=79s
sheet in front of the mirror and t ch?v=vt-SG7Pn8UU) https://www.youtube.com/ https://www.youtube.co
read the word “AMBULANCE”. watch?v=QsjbesdhM3w m/watch?v=5WwCP0k
U9lE
Solicit answers to the students
why it is written that way. https://www.youtube.co
m/watch?v=KV0ASy7K
E5I
N. Discussing new concepts To elicit the concept of Let the students perform Divide the class into small Let the students The teacher may pass
and practicing new skills reflection, divide the class into activity 2 Angle of Incidence groups and let them perform Activity 4 Who around spherical
#1 small groups and let them vs. Angle of Reflection (LM pp perform Actvity 3 Mirror Wants to be a mirrors labeled as
3
perform activity 1 Mirror, mirror, 176-177) Left-Right Reversal Millionaire? (LM pp concave and convex
on the wall…. (LM pp 173-174) 178-179) mirror. Ask the
students to tell the
Note: Remind the students to Class discussion on differences in terms of
handle the mirror with care Note: Remind the students to the data they have the shape and images
because some mirrors have handle the mirror with care gathered in the activity. formed.
sharp edges. because some mirrors have
sharp edges. The teacher facilitates
the discussion to clarify
Warn the students to avoid
pointing laser to someone’s students’
eye. 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 Call a representative for Group discussion You may let the
and practicing new skills observation in the activity. each group to present the students make a table
#2 result of the activity. of other angles and let
The teacher clarifies students’
them answer how many
misconception regarding the The teacher clarifies
activity. The teacher may show images are formed.
students’ misconceptions
a video for the students to have
regarding the activity.
a deeper understanding about
the characteristics of the image
formed by plane mirror.
(https://www.youtube.com/watc
h?v=Poq3u7BFhqk)
4
P. Developing mastery Compare the How does the angle Ask the students to What happens to the How will you
(leads to Formative distance from the of incidence compare describe the image formed number of images differentiate a concave
Assessment 3) mirror of the object with the angle of in plane mirror. formed as you vary the from a convex mirror?
with that of the angle between the
reflection?
image. (For an online mirrors?
How do the height and assessment, the teacher
width of the object may create an account in What relationship exists
compare with the height padlet.com and ask the between the number of
and width of the students to describe the images formed and the
image? image formed by plane angle between two
mirrors?
mirror)
Example: You may visit Based on the data that
https://padlet.com/michelle you have gathered,
_morauda/PlaneMirrorIma what is the formula for
determining the number
geFormation
of images formed by
two mirrors?
Q. Finding practical Why is the word A periscope is an instrument Brainstorming activity Ask the students to tell
application of concepts “AMBULANCE” written in for observation over, around on the application of where they can apply
and skills in daily living reversed? or through an obstacle. reflection of light in the concept of concave
Explain how light travels in a mirrors as in hallways, and convex mirrors.
periscope. parlors, etc.
R. Making generalizations The distance of the object from The law of reflection states The image formed by a As the between two A concave mirror is a
and abstractions about the mirror is the same as the that plane mirror is always mirrors decreases, the curved mirror in which
the lesson distance of the image from the erect, virtual, laterally number of images the reflective surface
“The angle of incidence is bulges away from the
mirror. reversed, same size as increases. Conversely,
equal to the angle of light source.
the object and found to be as the angle between
The height and the width of the reflection” apparently behind the the mirrors increases, A convex mirror in
object is the same as the mirror. the number of images
“ The normal line, incident which the reflective
height and width of the image formed decreases. surface bulges towards
as seen from the plane mirror. ray, and the reflected ray lie
the light source.
on the same plane.” The number of images
is inversely proportional
5
to the angle between
two mirrors.
360
𝑁= −
1ɵ
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 have noticed that Please refer to the Describe the image Please refer to the The teacher may post
emergency vehicles such as attachment. formed by plane mirror. attachment. a pictures and the
ambulances are often labeled students will identify
on the front hood with reversed what type of curved
lettering (e.g., ECNALUBMA). mirror.
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 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
6
the person will her image be
located?
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.
T. Additional activities for Let the students do a Think of an optical instrument For additional activity you
application or brainstorming activity on other that employs the concept of can make an
remediation possible signage. Ask them to reflection of light. assessment through
cite the relevance to the
padlet.com.
society.
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
7
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?
