Grade

GRADES 1 to 12 School: Level:

DAILY LESSON LOG Learning
Teacher: Depedtrends.com Area:
Teaching Dates and
Time: Quarter:

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the characteristics of light.
B. Performance Standards The learners shall be able to suggest proper lighting in various activities
Relate characteristics of light such as color and intensity to frequency and wavelength.
C. Learning Competencies
S7FE – IIIf-10
Write the LC code for each
D. Learning Objectives . Make a color spectrum wheel;
Detect relationships between colors, frequency, and wavelength
Characteristics of Light ; Colors, Frequency, and Wavelength
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages 221-223
2.Learner’s Materials pages 230-234
3.Textbook pages
4.Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resources
IV. PROCEDURES
Show a picture of a Rainbow. Ask the students to describe it.
A. Reviewing previous lesson
or presenting the new
lesson
(2 mins.)
elicit

B. Establishing a purpose for the Based on the picture, what are the colors that you see in the rainbow? What have you
lesson observed with how the colors are arranged in it?
(1 min.)
Engage

C. Presenting examples/ instances Group Activity

of the new lesson Perform Activity 3 Part 1: “Color Wheel” (LM pages 230-232)
Explore Key Question:
(2-5 mins.) What concepts/information does Color Spectrum Wheel contain?

Perform Activity 2 Part 2: “Characteristics of Light” (LM page 232)

D. Discussing new concepts and
practicing new skills #1
Explain
(15 mins.)
E. Discussing new concepts
and practicing new skills#2
(10 mins.)
F.Developing mastery
Key Questions:
1. Which color has the highest frequency? How about the one with the shortest
wavelength?
2. Which color has the lowest frequency? How about the one with the longest
wavelength?
3. What can you say about the wavelength and frequency of the different colors?
4. What do you think the product of wavelength and frequency represent?
Show again the picture of a Rainbow.
Ask these questions:
1. Which color has the longest wavelength? What do you think would be its frequency?
2. Which color has the shortest wavelength? What do you think would be its frequency?
3. How would you relate rainbow to the Color Spectrum Wheel?
Arrange the different colors according to increasing wavelengths and decreasing
 frequencies by indicating them with UP and DOWN arrows.
(Leads to Formative Assessment
3)
(12 mins.)
Elaborate
G. Finding practical applications of Think out Why!
concepts and skills in daily Statement A. The color with longest wavelength has the highest frequency.
living Statement B. The color with shortest wavelength has the highest frequency.
(3 mins.) Questions:
1. Is Statement A True? How about Statement B?
2. Are they both True? If not, what/which would you change to make them both True?
H. Making generalizations and How would you explain the formation of rainbows?
abstractions about the lesson
(3 mins)

I. Evaluating learning Making generalization will serve as the Formative Assessment.

(8 mins)

J.Additional activities for application or Try this!

remediation “Combining Colors” (LM pages 233-234)
(1 min)

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?

Prepared by: Checked by

________________ __________________________
Teacher School Head

Observed by:
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