Quarter Second

GRADE 10
7Es Learning area Science
LESSON
PLAN Teaching date and time Week 5 Day 1-2

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
The images formed by the different types of mirrors and lenses
B. Performance The learners shall be able to:
Standards Not reflected in CG
C. Learning The learners should be able to:
Competencies/ Predict the qualitative characteristics (orientation, type, and magnification) of images
Objectives formed by plane and curved mirrors and lenses;
Write LC code for Code: S10FE-IIg-50
each At the end of the session the learners are expected to:
Know: Identify the location, orientation, size and type of images formed in curved
mirrors.
Understand: Explain how to use ray diagramming in describing the characteristics and
position of images formed by curved mirrors.
Do: Apply ray diagramming techniques in describing the characteristics and position of
images formed by curved mirrors.
II. CONTENT TOPIC/TITLE: Graphical Method in Locating Image in Curved Mirrors
III. LEARNING
RESOURCES
A. References

1. Teacher’s 141-147
Guide
2. Learner’s 181-189
Materials
3. Textbook

4. Additional Bentillo, E., et al., Science and Technology Textbook for Fourth Year Revised Edition
Materials 2004. National Institute for Science and Mathematics Education Development Revised
from Learning Edition Writing and Editorial Team. Frank, David V., et al., Science Explorer: Focus on
Resource (LR) Physical Science 2001. Prentice-Hall Inc., Upper Saddle River, New Jersey.
portal
B. Other Learning Project Ease for Physics Module 3 - Optics
Resources
IV. PROCEDURES

A. Reviewing ELICIT
previous lesson or
The teacher will elicit students’ prior knowledge through a simple game, A Minute To
presenting the
Guess It! The teacher will ask volunteers to pick one strip each and read the term
new lesson
aloud. Then, let them give the meaning of the chosen word by picking out another strip
of paper inside a box. Each is given a minute to choose the right meaning written on
the strips, tell something about it and paste the strips together on the board.
Note: The teacher will prepare strips
of papers which contain the meaning
of the different terms that the
students are going to encounter in
the lesson. It will be put inside a box.
Metacards will also be prepared by
the teacher which contains the
terms.

B. Establishing a ENGAGE
purpose for the The teacher will show a spoon to the class and ask them to get the spoon from
lesson their bags as you agreed during the previous meeting. Let them look in front of
the spoon. Then, ask the following questions:
1. Have you seen your image on the two sides of the spoon?
2. What do you notice about your image on each of the two sides of the spoon?
3. How will you compare your image from the two sides of the spoon?

This time, the teacher will project an image of concave and convex mirrors on
the screen using power point.
Learners will identify the parts of convex and concave mirrors which will be
used for the present lesson relating it with the previous discussion about plane
mirrors. By using metacards, the learner will paste in on its specific parts

Definition of Terms:

Principal Axis – is the line passing through the center of the mirror that is
exactly perpendicular to the surface of the mirror

Vertex – the point in the center of the mirror

Focus – it is the point of convergence or divergence

Center of Curvature – defined as the center of the sphere of which the spherical
 mirror is a part of it.

C. Presenting  Introduction of the Steps in Applying Ray Diagram

examples/  The teacher will demonstrate on ray diagramming on concave and convex
instancing of the mirrors through power point presentation
new lesson
Steps in Ray Diagram for Convex and Concave Mirrors

From the object, draw the first ray (P – F ray), draw the second ray (F-P Ray),
draw the third ray
(C-C Ray) and
draw the fourth
ray (V-Ray).

►The intersection of the rays is the image point corresponding to the object
point. For example, if you stand diagramming from the tip of the arrow-shaped
object, the intersection of the refracted rays is also the tip of the arrow-
shaped image. Thus, you can completely determine the position and
characteristics of the image.

D. Discussing new EXPLORE

concepts and
practicing new ●Let the learners create a circle and perform the Activity
skills # 1 ●Give/present the rubric (see attached rubric)
●Explain the procedure, check on the groups from time to time if all group
members are actively doing the task and remind them about some rules in
doing the activity esp. on CLAYGO RULE. Let them do the task in 20 minutes
●Activity Proper (see attached Activity sheets)
 4. Then, answer the
guide questions
below.
a. How does the
image change in its
size and location,
as the object comes
nearer to concave
mirror?
b. How does the
image change in its
size and location,
as the object is
father from
concave mirror?
c. How does the
image change in its
size and location,
as the object comes
nearer to convex
mirror?
d. How does the image change in its size and location, as the object is father
from convex mirror?
E. Discussing new Activity 1.2.
concepts and Objective: Predict the qualitative characteristics (location, orientation, type
practicing new and magnification) of images formed by curved mirrors.
skills # 2  The learners will be provided a sheet similar to the one below in order
to predict the L-O-S-T of the image
 From time to time the teacher will monitor the output of the learners
by group
 Guide Questions:
1. Given below is the objects’ position in front of convex and concave mirrors.
Describe its characteristics.
Concave mirror
 Beyond C
 At C
 Between C and F’
 At the Focal point
 Between F’ and Vertex
Convex mirror
 At C
 Between F and V
2. How does the location of the object affect the characteristics and location of
the image formed in a concave mirror? Convex mirror?
F. Developing EXPLAIN
Mastery (Leads to
Formative  The teacher will prepare a graffiti wall where learners will be able to post the
Assessment) result of the ray diagram.
 Learners will determine the location, orientation, size and type of image
through the diagram/graph from the activity through group reporting.

The reporter will only discuss on the assigned task given to them.
Guide Questions (for activity 1.1)
1. How does the image change in its size and location, as the object comes
nearer to concave mirror?
2. How does the image change in its size and location, as the object is father
from concave mirror?
3. How does the image change in its size and location, as the object comes
nearer to convex mirror?
4. How does the image change in its size and location, as the object is father
from convex mirror?
Guide Questions (for activity 1.2)
1. Given below is the objects’ position in front of convex and concave mirrors.
Describe its characteristics.
Concave mirror
 Beyond C
 At 2F’
 Between C and F’
 At the Focal point
 Between F’ and Vertex
Convex mirror
 At C
 At the focal point
2. How does the location of the object affect the characteristics and location of
the image formed in a concave mirror? Convex mirror?
G. Finding practical ELABORATE
applications of
concepts & skills The teacher will discuss key concepts/ideas. This will be projected on the screen,
in daily living
Then, the teacher will ask this
question:
 In what ways that
knowing and
describing the images
using curved mirrors
became beneficial to
humans?
 Answers may vary. Just allow learner to express their own ideas.
H. Making The class will consolidate their learning on the lesson
generalizations The teacher will ask the following questions.
and abstractions  What are the three useful rays in constructing ray diagram? Describe each.
about the lesson  How to determine the location, orientation, size and type of the image in
concave mirror?
 What can you conclude about the image formed by convex and concave
mirrors using ray diagram?
 Teacher will gauge the learners towards a conclusion that the characteristics
of the image formed by convex and concave mirrors can be identified using the
acronym:
L-O-S-T
L for location of the image
O for orientation – erect/inverted
S for size – smaller, bigger or same
T for type of image – real or virtual
I. Evaluating EVALUATING LEARNING
learning
Written Task: ½ crosswise
Refer to attached sheet for the Rubrics on Scoring
1. Using Ray Diagram, identify the location, orientation, size and type of image of
the following:
A. The image is between C and F
B. The image is between F and the mirror
2. Describe the characteristics of the image that can be formed by each diagram.
J. Additional EXTEND
activities for
application or Teacher leads learners to connect the concept to different contexts or transfer new
remediation learning by asking the students the following question:

1. Upon knowing the characteristics of the images formed in curved mirrors, can you
explain why business establishments such as department stores mount such mirrors on
the walls of their building?
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
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?