School
Grades 1 to 12 Teacher
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Most Essential Learning
Competencies (MELCs)
D. Learning Objectives:
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson (ELICIT)
B. Establishing a purpose for the
lesson (ENGAGE)
PANGASINAN SCHOOL OF ARTS AND TRADES Grade Level GRADE 10
ALIZA MARIE S. CASTILLO Learning Area SCIENCE
Teaching Dates and Time January 8-12, 2024 MONDAY - FRIDAY (7:40-8:40, 9:55-10:55, 10
Quarter SECOND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learners demonstrate understanding of the the different regions of the electromagnetic spectrum, the images formed by the different types of mirrors and lenses,
and the relationship between electricity and magnetism in electric motors and generators.
The learners should be able to demonstrate ways to show the different application of electrimagnetic waves.
a. Compare the relative wavelengths of different forms of electromagnetic waves. (S10FE IIa-b-47)
b. Cite examples of practical applications of the different regions of EM waves, such as the use of radio waves in telecommunications. (S10FE-IIc-d-
48)
c. Explain the effects of EM radiation on living things and the environment. (S10FE-IIe-f-49)
d. Predict the qualitative characteristics (orientation, type, and magnification) of images formed by plane and curved mirrors and lenses. (S10FE-IIg-
50)
e. Identify ways in which the properties of mirrors and lenses determine their use in optical instruments (e.g., cameras and binoculars). (S10FE-IIh-52)
f.
Explain the operation of a simple electric motor and generator. (S10FE-IIj-54)
a. Define and describe a curved
a. Define and describe a plane
mirror;
mirror;
b. Describe and predict the a. Discuss concepts that the
b. Explain the a. Perform the activity Multiple
qualitative characteristics learners are having difficulty
different qualitative characteristics Reflection.
(Location, orientation, type and b. Give a. Review the pass lesson.
of images; b. Identify the number of
magnification) of images formed remedial activities that are b. Answer a 30-item Quiz
c. Predict the qualitative images formed by two mirrors.
by plane mirrors; related to the lesson. c. Pass the paper on time.
characteristics (Location, c. Answer the
c. Follow up
orientation, type and guide quiestions.
c. Compare and contrast learners' progress.
magnification) of images formed
concave mirror from a convex
by plane mirrors.
mirror.
Qualitative Characteristics of Qualitative Characteristics of REMEDIAL OF
Multiple Reflections QUIZ
Images (Plane Mirror) Images (Curved Mirror) DIFFICULTIES
pp. 172 pp. 150-155
Modules pp. 5-6 Module pp. 16-17 Modules pp. 11-13
Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation
Recall the concept of visible light. Recall the concept about plane Recall the Qualitative Recall concepts that the
mirrors. Characteristics of Images in a learners' are having difficulty
plane mirror. to understand
Describe and predict the Describe and predict the Perform the Activity Reteach lessons for the week
qualitative characteristics qualitative characteristics that are difficult to understand
(Location, orientation, type and (Location, orientation, type and
magnification) of images formed magnification) of images formed
by plane mirrors. by plane mirrors.
 B. Establishing a purpose for the Describe and predict the
lesson (ENGAGE) qualitative characteristics
(Location, orientation, type and
magnification) of images formed
by plane mirrors.
Describe and predict the Perform the Activity Reteach lessons for the week
qualitative characteristics that are difficult to understand
(Location, orientation, type and
magnification) of images formed
by plane mirrors.

C. Presenting examples/instances Ask the students to bring out their Ask the students to bringout their Ask the students to write the Ask the learners about their
of the new lesson (ENGAGE) mirror and look at it while raising metal spoon and look at their number of images formed in each experiences with mirrors and
their right hand. Ask the students reflection infront and at the back of angle. lenses.
to describe what they see. the spoon. Ask the students to
describe the difference in the
images they saw.

D. Discussing new concepts and
practicing new skills #1
(EXPLORE)
E. Discussing new concepts and
practicing new skills #2
(EXPLORE)
Law of Reflection No. 1 - When The Concave Mirror A plane mirror makes an image of Discuss concepts that are
light is reflected off a mirror, it hits It reflects light inward to one focal objects in front of the mirror; the least mastered
the mirror at the same angle (the point. It is used to focus light. image appears to be behind the
incidence angle, θi) as it reflects Also known as converging mirror plane in which the mirror lies. An
off the mirror (the reflection angle, has a reflecting surface that is image is formed by reflection
θr). recessed inward (away from the when two or more reflected rays of
incident light). a point meet at a single point. The
image is formed at the point of
intersection of the reflected rays.
Law of Reflection No. 2 - The The Convex Mirror Light reflected off the mirror Discuss concepts that are
incident ray, the reflected ray and • Also known diverging mirror is a converges to form an image in the least mastered
the normal are all lie on the same curved mirror in which the eye. The eye perceives light rays
plane. reflective surface bulges towards as if they came from the mirror.
the light source. The image is virtual since it is
• Convex mirrors reflect light formed by the apparent
outwards; therefore they are not intersection of light rays.
used to focus light.

F. Developing Mastery (EXPLAIN) Ask the students to determine the Ask the students to determine the Perform the Activity. Perform a short activity about
location, orientation, type and location, orientation, type and Mirrors and lenses
magnification of an image infront magnification of an image infront
of a plane mirror. of a concave and convex mirror.

G. Finding practical applications of Ask the students to share their Ask the students to share their Ask the students to study the ray Discuss the importance of
concepts and skills in daily living experience in the different experience in the different diagram for the formation of learning concepts about
(ELABORATE) application of plane mirror in their application of concave and convex image. Mirrors and lenses
daily lives. mirror in their daily lives.

H. Making generalizations and
abstractions about the lesson
(ELABORATE)
A driver in a parked car has 2 C: Center of Curvature – the
views of the car parked behind center of the sphere whose
him – ‘rear view mirror’ (right) & in surface forms the curved mirror
the ‘side mirror ‘(left). F: Focal Point – where the light
How is it that each mirror gives a rays meet Vertex – the point
different view? where the principal axis meets the
Which view represents the true mirror
distance the parked car is from the Principal Axis – the straight line
drivers car? passing through the center of
curvature to the mirror f
f: Focal Length – the distance from
the focal point to the vertex f = r/2
R: Radius of Curvature – the
distance from the vertex to the
center of the curvature. (just the
radius of the sphere)
Characteristics of images formed The letters in front of the
by a plane mirror. 1. Image is ambulance are written
virtual; laterally. This is because
2. Same size as the object; when seen in rear view mirror
3. Same orientation as the object; by another vehicle, the image
and of the word would get
4. Same distance from the mirror inverted, letting the driver read
as the object. the word properly so that he
can provide way to the
ambulance.
I. Evaluating learning (EVALUATE) Answer a 15-item quiz. Answer the guide questions. Answer the guide questions. Let learners answer questions
about Electromagnetic
Spectrum.

J. Additional activities for Ask the students to make a Ask the students to make a Ask the students to make a Ask the students to make a
application or remediation telescope made from recyclable telescope made from recyclable telescope made from recyclable telescope made from
(EXTEND) materials materials materials recyclable materials

V. REMARKS

VI. REFLECTION

T-SQUARE

T-SQUARE

T-SQUARE

T-SQUARE

T-SQUARE
COMPASS

COMPASS

COMPASS

COMPASS

COMPASS
PENCIL

PENCIL

PENCIL

PENCIL

PENCIL
SCALE

SCALE

SCALE

SCALE

SCALE
INK

INK

INK

INK

INK
A. No. of learners who earned
80% of the formative assessment

B. No. of learners who required

additional activities for remediation

C. No. of learners who have

caught up with the lesson
D. No. of learners who continue to
require remediation

E. Which of my strategies worked

well? Why did these work?
(1) Group collaboration
(2) Peer tutoring
(3) Games
(4) Answering preliminary
activities/exercises
(5) Differentiated instruction
(6) Performance task
(7) Learners' eagerness to leran
(8) Group members' cooperation in
doing the task
(9) Others (please specify)

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?
(1) Learner's behavior/attitude
(2) Lack of ICT equipment
(3) Limitations in disciplining
learners
(4) Others (please specify)

G. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?
(1) Localized videos
(2) Contextualized/Localized and
Indigenized IMs
(3) Others (please specify)
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
(1) Localized videos
(2) Contextualized/Localized and
Indigenized IMs
(3) Others (please specify)

Prepared by: Reviewed and Checked by: APPROVED:

ALIZA MARIE S. CASTILLO MICHELLE S. DIZON VERGIE V. JORDA

Subject Teacher Mater Teacher II Head Teacher VI

____________________ ____________________ ____________________ ____________________

Date Date Date
Recall the
concept
To
behind
explain
faults.
how
earthquak
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the
Ask the
different
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about
seismic
their
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experienc
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earthquak
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short
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formative
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describe
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the
are prone
different
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types of
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seismic
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waves
and how it
is used in
determini
Answer
ng
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structure
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quiz.
earth's
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video
showing
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during
and after
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