Lesson Plan 2.

Unit 2: ENERGY IN THE ENVIRONMENT: Light and Vision

Topic: Seeing Things
Time Frame: 1 day

I. OBJECTIVES

General Objective
1. Understand when is an object seen by the human eye.

Specific Objectives
1. Explain when is an object seen; and
2. Cite evidence that light travels in a straight line.

II. SUBJECT MATTER

A. Lesson: How I see

B. References
Physics: Revealing our World
Rediscovering Optics

C. Materials
Book (or flower), pinhole camera

III. LEARNING ACTIVITIES

A. Motivation
1. Start the lesson by appreciating the scenery around. Then instruct them to close their
eyes and ask the question: Do you see anything?
2. Put something (a book, a flower, etc) on top the table and instruct them to open their
eyes. Then ask: What do you see on the table?
3. Now block the book (or flower) with a cardboard from their sight and ask: Do you
still see the book (or the flower)?
4. Remove the book (flower) and switch off the light (good if done in a darkroom or if
the room has curtains to block sunlight from getting in) then ask: Do you still see the
book (flower)?
5. Switch on the light (or open curtains) then ask them the question: When do you see?
At this point you may not wait for them to answer the question. Let them think about
it.

B. Lesson Proper
1. Group students into 4 or 5 students per group then let them discuss about the question.
When do I see? Let them write their answers on a clean sheet of paper. They can draw

Unit 2. Energy in the Environment Lesson Plan 2.1 How I See 2-1
 representations if they want. Give them 5 minutes to finish it after which they will be
made to present and explain their work in front. (Their answers may include the
following: object, reflected light rays and the human eye).

C. Discussion
1. Pick out the correct answer and discuss further to include light rays. .
2. Give demonstrations to show that light travels in a straight line. Use the pin hole here.
(should bring at least two pieces to the class) Project an image on the screen of the
pinhole while the students observe. Draw the ray diagram on the board from he object
to the image. Another demonstration is by casting a shadow with the use of your
hand and a light source (e.g., bulb inside the room)

D. Generalization/Valuing
1. Ask comments on the statement: Sight
is probably the most used and
valued sense we have as humans.
2. Then sum up the discussion by
explaining Figure 2.1.1.

Figure 2.1.1 Light

paths
enabling sight.

3. The discussion and the figure

should further aid the students in understanding that light is the means by which
information about the object
reaches the eye. Also that light travels in a straight line, and an object is seen when
light reflected from the object travels into the eye.

IV ASSESSMENT
1. Give the following as their assessment for the day.

Direction: Answer briefly

a. In three sentences, explain the figure below.

light

eyes objects

b. Rewrite the expressions below to better reflect the real nature of seeing.

Unit 2. Energy in the Environment Lesson Plan 2.1 How I See 2-2
 Cast your eyes over there.
I looked through the window.
I can’t see round corners.

V. ASSIGNMENT/AGREEMENT
1. Give them a project to do at home, the making of the Pinhole Camera. Instruct them
to construct their project as best they can because this will be used in investigating
how light behaves. Tell them that they will use it two weeks from now. See
attachment 2.1.1 for the procedure.

Unit 2. Energy in the Environment Lesson Plan 2.1 How I See 2-3
 Activity 2.1
Making the Pinhole Camera*

Materials
Illustration board/cardboard
Black cartolina
Pin/sewing needle
Tracing paper/wax paper
Cutter/scissors
Glue/sticky tape
Pencil and foot rule
Cutting mat

Procedure

1. Prepare the illustration board and cut with the dimensions given below.

40 cm

15 cm

half cut

2. Fold along the broken line and connect (using glue) the prepared illustration board cut out
to form a rectangular box with two ends open. This will serve as the body of the camera.
3. Prepare the tracing paper as shown in the next figure. The area bounded by the broken line
should perfectly fit the box’s open end. Provide an extra 1 cm outside the area bounded by
the broken line as shown.
1cm

Fold or remove

Area of the open end

Fold here

Unit 2. Energy in the Environment Lesson Plan 2.1 How I See 2-4
4. Fold the tracing paper prepared in Number 3 following the illustration above to form an
open box. Connect the corners using a sticky tape.

5. Cover one open end of the body of the camera with the assembly formed in Number 4.
Attach to the camera body, using a sticky tape. This will serve as the screen of your pinhole
camera.

6. Prepare the black cartolina as in Number 3 to 4 but this time the extra length outside the
bounded area should be around 3 cm.

7. Cover the remaining open end of the assembly prepared in Number 6. The body of the
camera should perfectly fit into the assembly. Adjust if necessary.

8. Punch a hole using a small pin or needle at the center of the black cartolina, taking care not
to move the pin/needle from side to side. This is now your pinhole camera.

black cartolina
pin hole screen (tracing or waxed paper)
body of the camera (illustration
board)
The pinhole camera

*Taken from the Lesson “The Eye and the Camera” developed by Nora F. Nalda, Science Education Specialist,
Physics Workgroup, UP NISMED, Diliman, Quezon City.

Unit 2. Energy in the Environment Lesson Plan 2.1 How I See 2-5