School: Grade Level: 10

K to 12 Teacher: Learning Area: SCIENCE

DAILY LESSON
LOG Teaching Dates: Quarter/Week: Quarter 2/Week 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of: the images formed by the different types of mirrors and lenses
B. Performance Standards
C. Learning The learners should be able to… predict the qualitative characteristics (orientation, type, and magnification) of images formed by plane and curved
Competencies/ mirrors and lenses; S10FE-IIg50
Objectives 1.Determine the height, width, 1. Compare the angle of 1. Describe the left-right 1. Identify the relationship
and the distance from the reflection and the angle of reversal effect of a mirror. between the number of
mirror of the image formed incidence. images formed and the
by plane mirrors. 2. Show an understanding of angle between the two
2. Compare the actual height, 2. State one of the laws of reversal effect in mirrors mirrors.
width and the distance from reflection. by writing laterally 2. Determining the number
the mirror of the object with inverted letters and words. of images formed when
that of the image formed by two mirrors are kept at a
plane mirror. certain angle.
II. CONTENT 2. Light
2.1 Reflection of Light in Mirrors
Pre-Assessment and Images Formed by Plane Reflection of Light in Plane
Introduction Mirror Mirror Mirror Left-Right Reversal Multiple Images
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guides 135-136 136-137 138-139 130-140 140-141
2. Learner’s Material
pages 168-172 173-175 175-177 177-178 178-180
3. Textbook Pages 1. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 238-240. *
2. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 3846.
4. Additional 1. EASE Physics. Module 3. Lessons 3 and 4.
Reference from 2. BEAM IV. Unit 2. 2 Optical Instruments. Bouncing Light. August 2009
Learning Resource
B. Other Learning • 1 (10 cm x 15 cm) plane • 1 plane mirror • 1 low – • alphabet chart • 1 one-peso coin
Resources mirror • 1 graphing paper • 10 frequency laser/ laser pen/laser • 1 plane mirror • 1 paper protractor
one–peso coins pointer • 1 paper protractor (see • 2 plane mirrors
• modeling clay • pen Appendix A)
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 IV. PROCEDURES
A. Reviewing previous How is the word Describe the actual height, Let the students draw on the Give mirror to the students
lesson or presenting the “ÄMBULANCE” written in width and the distance from the board an illustration showing then ask them to explain
new lesson an ambulance car? Why? mirror of the object with that of Incident and Reflected Ray, the left-right reversal
the image formed by plane Normal Line, angle of effect.
mirror. incidence, & angle of
reflection.
B. Establishing a purpose Present and explain the Present and explain the Present and explain the Present and explain the
for the lesson objectives of the lesson. objectives of the lesson. objectives of the lesson. objectives of the lesson.
C. Presenting
examples/instances of Give overview of the lesson. Give overview of the lesson. Give overview of the lesson. Give overview of the
the new lesson lesson.
D. Discussing new Define reflection and discuss
concepts and practicing Students will do Activity 1 the different terms used to Students will do Activity 3 Students will do Activity 4
new skill #1 Mirror, mirror, on the wall… understand it better such as “Mirror Left-Right Reversal” “Who wants to be a
Incident and Reflected Ray, Millionaire?”
Normal Line, angle of
incidence, & angle of reflection
Ө.
E. Discussing new 1. Refer to Table 1; Compare Students will do Activity 2 Guide Questions: Guide Questions:
concepts and practicing the distance (number of “Angle of Incidence vs. Angle 1. What are the letters of the 1. Refer to Table 4. What
new skill #2 parallel lines) from the of Reflection” alphabet (in capital) that relationship exists
mirror of the object with Guide Questions: can be read properly in between the number of
that of the image. 1. How does the angle of front of a mirror? images formed and the
2. How do the height and incidence compare with the 2. Think of words (in capital angle between two
width of the object compare angle of reflection? letters) that can be read mirrors?
with the height and 2. A periscope is an instrument properly both with 2. Use the data in Table 4
width of the image? for observation over, around a mirror and without a to derive the formula for
or through an obstacle. mirror. What are these determining the
Explain how light travels in words? number of images
a periscope. Diagram the formed by two mirrors?
light rays as these pass
through the periscope.
F. Developing mastery Discuss student’s answer in From the activity how will you Discuss student’s answer in Discuss student’s answer in
(Leads to Formative their activity and clarify all compare the angle of incidence their activity and clarify all their activity and clarify all
Assessment) concepts that should be with the angle of reflection? concepts that should be concepts that should be
learned. Refer on pp.136-137, learned. Refer on pp.139- learned. Refer on pp.140-
TG for the answers in guide 140, TG for the answers in 141, TG for the answers in
questions. guide questions. guide questions.

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 Refer on pp.138-139, TG for
the answers in guide questions.
G. Finding practical Ask students to write their A periscope is an instrument for Write the sentence below www.physicsclassroom.co
applications of name in such a way that they observation over, around or on a clear sheet of paper in m/Class/refln/U13L2f.cfm
concepts and skills in can read it in front of the plane through an obstacle. Explain such a way that it can be Clink the link above for a
daily living mirror. how light travels in a periscope. read properly in front of a better understanding of the
Diagram the light rays as these mirror: picture below.
pass through the periscope. Honesty is the best policy.

H. Making generalizations What can you say about the 1. What is the relationship
and abstractions about actual height, width and the State the Law of Reflection. between the number of
the lesson distance from the mirror of the images formed and the
object with that of the image angle between the two
formed by plane mirror? mirrors?
Discuss the mirror left-right 2. What is the formula in
reversal effect. determining the number
of images formed when
two mirrors are kept at a
certain angle?
I. Evaluating learning
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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
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 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?

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