Lesson Exemplar in Force.

Motion and Energy

Topic/ Title Image Formation in Curved Mirrors
Time Allotment 2 days
Prepared by TSHS
Learning Competencies/ Objectives
 Apply ray diagramming techniques in describing the characteristics and position of
images formed by mirrors.
 Construct ray diagrams to determine the location, orientation, size and type of images
formed by curved mirrors.
ELICIT MATERIALS
Teacher will show video. Ask the students to brainstorm in their small Video clip
groups of what they observed after watching the video clip.
ENGAGE
Ask the following Key Questions: Video clips
1. What can you say about the different devices?
2. How will you differentiate between convex and concave mirror.
3. How do we use ray diagrams in constructing images in concave mirror?
( Click the video: https://youtu.be/ZPU7Y831lJ8)
4. How do we use ray diagrams in constructing images in convex mirror?
( Click the video: https://youtu.be/i83bcUEB5WA)

EXPLORE
Designing the Class Activity Activity Sheets
1. Group the students into 8 groups of 5 members. Pencil
2. Let them do the activity 6 - Are you L-O-S-T after Reflection? Ruler / protractor
Guide Questions:
1. Describe the image (L-O-S-T) as the object is place nearer the convex
mirror? Concave mirror?
2. What type of mirror do dentist sally se to clearly see the images of or
teeth? Why?
3. What kind of curved mirror do you see in most department stores? Why
do they se such kind of mirror?
EXPLAIN
Group Presentation: Manila Paper
 Each group will present their outputs to the class.. Marker
ELABORATE
Class Interaction Laptop,
 The teacher process the outputs presented by the students through LED
the class discussion and interaction Powerpoint
presentation
EVALUATE
Write Test: Pen & Paper
 How does the location of the object affect the characteristics and
location of the image formed in a concave mirror?
EXTEND
Which of the different optical device mentioned in the games earlier
illustrate the different location, orientation, size and type of image.
REFERENCES
Grade 10 Learners Manual pages 184-189
https://sardhanjalipradhan.wikispaces.com/.../IMAGE_FORMED_BYCO
 Topic/Title Module 1: Electricity and Magnetism
Grade Level Grade 10
Time Allotment 1-2 hours

Prepared by Jocelyn V. Catli

Cluster/School Tarik Suliman High School
Learning Competencies and Objectives
At the end of the cycle, student should be able to:
1. Identify the basic recording equipment of a digital radio studio
2. Classify whether devices use electricity and/or magnetism when used in recording audio
3. Start literature search on electromagnetic induction’s role in recording technology
ELICIT Materials
 The teacher will present pictures of the recording studio and audio room Picture of recording
station and audio room

 The video clip radio station tour will be used at the start of the lesson Video clip presentation
 Link for the video (https://www.youtube.com/watch? (Radio station tour)
v=KgWYxFcQTM0)

ENGAGE
 Ask the students what are the familiar equipment that can be seen inside
a recording station based on the pictures and video clip presentation
 Group the students (5 members per group for collaboration process)
EXPLORE
 Students will do the Activity 1: For the Record (Part A: Virtual Tour of a Picture of recording
Radio Broadcasting Studio and Part B: My own Home Recording station and audio room
Studio! For Life…)
Learner’s Material page 87-92 Video clip presentation
(Radio station tour)

EXPLAIN
 Let the students present their activities

ELABORATE
 The teacher will post the guide questions based on the given activity and Video presentation
will give emphasis on the least learned questions for further
clarifications.
 The students will be given another video clip about the importance of
Radio broadcast studio in our daily life
 The students will also identify what are the equipment which used
electricity or magnetism

EVALUATE
 Teacher made test about: Pen and paper
- The equipment/device which needs electricity and magnetism
- Different devices on a recording studio and their uses
EXTEND
 Ask the students to have a reading support on Recording Technology Pen and paper
Think of some questions by now about recording technology. Can handy
mobile phones or digital cameras serve as audio-visual recorder and
producer? How these devices apply electromagnetic induction?
(Learner’s Material page 92)
ReferencesLearner’s Material page 87-92
https://www.youtube.com/watch?v=KgWYxFcQTM0

Lesson Exemplar in Science

Topic / Title Reflection of Light in Mirrors
Grade Level Grade 10
Time Allotment 2 days
Prepared by Jocelyn V. Catli
Learning Competencies/Objectives
At the end of the cycle, students should be able to:
1. Predict the qualitative characteristics (location, orientation, type, and magnification)
of images formed by plane and curved mirrors and lenses.
2. Determine the quantitative characteristics (location, orientation, type, and
magnification) of images formed by plane and curved mirrors and lenses.
ELICIT MATERIALS
 At the start of the session, the teacher will show pictures of
different mirrors, spoon etc. Pictures/Laptop
 Have you noticed the word “AMBULANCE” in an ambulance
car? How is it written? Did you ever wonder why it is written that
way?

ENGAGE
Ask the following Key Questions:
1. What are the pictures all about?
2. What are your observations about the pictures?

EXPLORE
Designing the Activity: Mirror, mirror, on the wall...
Objectives: Learner’s Material
 Determine the height, width, and the distance from the mirror of
the image formed by plane mirrors. 1 (10 cm x 15 cm )
 Compare the actual height, width and the distance from the mirror plane mirror
of the object with that of the image formed by plane mirror.
Materials: 1 graphing paper
 1 (10 cm x 15 cm ) plane mirror
 1 graphing paper 10 one-peso coins
 10 one-peso coins
 modelling clay modelling clay
 pen
pen
Procedure:
 Let the mirror stand vertically along a line on a graphing paper as
shown in Figure 1. Use the modelling clay to support the plane
mirror.
 Using a pen, make three (3) different marks along the intersections
on the graphing paper in front of a mirror.
  Measure the distance of each mark from the mirror by counting
the number of parallel lines between the mark and the base of the
plane mirror. Record your data.
 Look at the images of the marks formed by the mirror. Measure
the distance of each image from the mirror by counting the
number of parallel lines between the image and the base of the
mirror. Record this also.
 Stack 10 pieces of one-peso coin in front of the plane mirror as in
Figure 2. Using a ruler, measure the height and width of the stack
of coins. Measure also the height and width of the image as seen
on the mirror. Enter your measurements in a table

Guide questions:
1. Compare the distance (number of parallel lines) from the mirror
of the object with that of the image.
2. How do the height and width of the object compare with the
height and width of the image?

EXPLAIN
Group Presentation:
 Each group will present their answers to the class.

ELABORATE
Class Interaction
The teacher process the answers presented by the students through
the class discussion and interaction
EVALUATE
 Ask the students to generate a conclusion from their result. Pen and Paper
EXTEND
 As an enrichment activity , answer this question;
1. What is the importance of light in mirrors?
REFERENCES
Grade 10 Learners Manual pages 173-175