Republic of the Philippines
Department of Education
Schools Division of Camiguin
TUPSAN NATIONAL HIGH SCHOOL
Tupsan Mambajao, Camiguin
School ID : 303996
School Year : 2024-2025
MODIFIED DAILY LESSON LOG
Name : Shirline S. Fabe Learning Area : SCIENCE
School : Tupsan National High School Grade Level : 10 /Einstein, Edison, Newton
Teaching date and Time : November 11-15, 2024 Quarter : 2nd / week 7
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1. Pre- Assess knowledge about reflection of light
in 1. Compare the angle of reflection and the
angle
mirrors.
of incidence. Identify therelationship
2. INTEGRATES TECHNOLOGY TOOLS to determine
2. State one of the laws of reflection between the number of
the height, width, and the distance from the
3. Described the image formed by plane images formed and the
COMPETENCIES mirror of the image formed by plane mirrors. mirror. angle between the two
3. Compare the actual height, width and the 4. ENCOURAGE CULTURAL AWARENESS as an mirrors
distance from the mirror of the object with that understanding of reversal effect in mirrors
of by writing laterally inverted letters and
words.
the image formed by plane mirror.
S10FE–IIg-50 S10FE–IIg-50 S10FE–IIg-50
At the end of the Lesson students will be able to answer the following questions:
1. How do the laws of reflection explain the function of some optical instruments?
OBJECTIVES
2. How those changing the location of the object from the lens/mirror affect the image formed?
3. How those changing the focal length of the lens/curved mirror affect the imgae formed?
CONTENT Reflection of Light in Mirror
CONTENT The learners demonstrate an understanding of the images formed by the different types of mirrors and lenses.
STANDARDS
PERFORMANCE The learners should be able to make informed choices on selecting the right type of mirrors or lenses for specific
STANDARD
purposes
To learn more abut reflection of light, the Show a video clip on how
teacher may show a video clip. light rays are reflected on a
Ask the students to write the word “AMBULANCE” concave and convex mirror.
in a sheet of paper in the same manner as it is (https://www.youtube.com/watch?v=vtSG7Pn8UU)
PRESENTING written in the ambulance car. Ask them also to https://www.youtube.co
EXAMPLES/ bring the
INSTANCES OF m/watch?v=5WwCP0k
THE NEW sheet in front of the mirror and read the word
LESSONS U9lEhttps://www.youtube.co
“AMBULANCE”. Solicit answers to the students
why it is written that way.(open-ended questions) m/watch?v=KV0ASy7K
E5I
Let each group discuss their observation in the Let the students perform activity 2 Angle The teacher may pass
activity. (Students sharing ideas) of Incidence vs. Angle of Reflection
around spherical
The teacher clarifies students’ misconception (students enged in tasks) mirrors labeled as
regarding the activity. The teacher may show
DISCUSSING NEW Call a representatives for each group to
CONCEPT AND concave and convex
a video for the students to have a deeper present the result of the activity.
PRACTICING NEW understanding about the characteristics of the mirror. Ask the students to
SKILLs image The teacher clarifies students’ misconceptions tell the differences in terms
regarding the activity. of the shape and images
formed by plane mirror.
formed.
(https://www.youtube.com/watc h?v=Poq3u7BFhqk)
DISCUSSION & GROUP WORK Following the DISCUSSION & GROUP
concept and activity, divide the class into WORK Following the
small group and let them performed activity concept and activity,
#1 “Mirror..mirror on the wall” (see divide the class into small
attachment LM) group and let them
(Note: Remind the students to handle the mirror with care performed activity #4
STRATEGIES because some mirrors have sharp edges. )
Long Quiz “who wants to be a
millionaire” (see
attachment LM)
(Note: Remind the students to
handle the mirror with care
because some mirrors have sharp
edges. )
PISA SCIENCE LITERACY SKILLS
INTEGRATION
Let the students do a brainstorming activity on other possible signage. Ask them to cite the relevance to the society.
V - REFLECTION
No. of learners who earned
80% in the evaluation
No of Learners who require
additional activities for
remediation who scored
below 80%
What Went well
What went wrong
Prepared by: Checked by:
SHIRLINE S. FABE JONE B. BORRES
Teacher 1/Subject Teacher Master Teacher I
Noted by
LIEZL A. OCLARIT
Principal I
