LESSON 1

LESSON PLAN IN GRADE 10 PHYSICS

UNIT 2: MODULE 3

TIME FRAME: 2 Hours

OBJECTIVES

A. Content Standard
 The Learners demonstrate an understanding of the images formed by
the different types of mirrors and lenses

B. Learning Competencies
 Predict the qualitative characteristics (orientation, type, and
magnification) of images formed by plane and curved mirrors and
lenses (S10FE-IIg-50)

C. Specific Objectives
At the end of the lesson, the students should be able to:
a. State the law of reflection;
b. Describe the image formed in plane mirrors;
c. Compare the angle of incidence and angle of reflection in plane mirrors, and;
d. Cite applications of reflection in different industries.

CONTENT: REFLECTION OF LIGHT IN PLANE MIRRORS

LEARNING RESOURCES
 K to 12 Science Curriculum Guide
 Science 10 Learner’s Material pages 173 – 180
 Science 10 Teacher’s Guide pages 136 - 141

PROCEDURES
Recall Have a review of the following to ensure that students can follow on the
discussion especially on the activities:
 Behaviour of light when it strikes a smooth surface
 Reflection and Nature of light

Engage Formative Assessment Classroom Technique 1

FACT 1: Traffic Lights
 Students will be given several statements.
 Each student will be asked to give their responses by raising a
Colored paper given to them by the teacher prior to the start of the
lesson.
 . Each Colored paper corresponds to the following responses:
 RED Paper if the student disagree about the statement
 YELLOW paper if the student have little understanding or
unsure about the statement
  GREEN paper if the student agree with the statement
 Students will also be given printed sheet of paper and they will write
their reasons for their responses
 The teacher will ask several students to give their idea about the
statement.

Statements:
1 .A plane mirror produces an image exactly the same size with the
object.
2. During reflection, the angle of incidence is greater than the angle of
reflection.
Note: This fact is used to determine the preconceptions of the students. The
teacher should accommodate all of the ideas from the students and will let
the students write it on the sheet of paper provided.

Processing: Tell the students that there is no wrong or correct answer and
they are free to express their ideas about the statement. Answers given by
the students will be collected by the teacher. After the lesson, the teacher
will pick several answers to the statements and will let the students to clear
out misconceptions and vague concepts.
Explore Activity 1.
Light Me Up
 The class will be divided into three groups. Each group will select
their leader and presenter.
 Each group will be provided with materials and activity sheet.
 The group will point a laser beam to a mirror and identify what
happened to the beam of light as it hits the mirror’s surface.
Additionally, the laser will be placed at several angles and each
group will identify the angle of incidence and angle of reflection.
(See the attached activity sheet)
 Each group should answer the guide questions given.

Note: Read the procedure carefully. Ask the students if they

have questions about the activity.

Explain Formative Assessment Classroom Technique 2

FACT 2: I think... We Think….
 After the activity, each group are tasked to answer the guide
questions.
 Each guide question will be answered individually by the students (I
THINK) and afterwards they will discuss and consolidate it as a
group (WE THINK) to arrive at a specific conclusion.

Light Me Up Guide Questions

1. How does the angle of incidence compare with the angle
of reflection?
2. How do you describe the image formed by the plane mirror
in terms of:
a. Distance from the object
b. Its size compared to the size of the object
c. Its height compared to the height of the object
 3. Based on your results, how can we define law of
reflection?

 Afterwards, each group will present their answers in front of the

class.
 Then, each group will be ask of their feedbacks (about the activity
and their group mates) and experiences in the activity.
 The teacher will also discuss his observations and feedbacks about
the output.
 Outputs will be rated based on the rubrics presented.
(see the attached rubrics)
Note: This FACT is used to establish self and peer assessment.
Moreover, this is also used to give opportunity for feed backing and
assessment of the performance of the learners. Then, students will be
asked about their experiences (What went wrong and what went right)
and their feedbacks on how they will make their future presentations
better.

Processing: Let the students present their work. After the

presentations, involve the class in the scoring of their work. Ask also
the students about their meaningful experiences and their feedbacks
on how they will make their future presentation better. The teacher
should also give feedbacks and observations afterwards.
Elaborate Formative Assessment Classroom Technique 3
FACT 3: Concept Card Mapping
Procedure:
1. Students will be given cards with variety of terms, phrases,
pictures, or concepts.
2. The students will work on their groups and will be making a
“concept map” showing the relationships or connections between
the words/concepts on the cards (e.g. Venn diagram – type
arrangement, hierarchical arrangement or simple groupings)
record their map and present a brief explanation.

Note: This strategy can be used to help students to

construct and illustrate connections and links between and
within a concept. Because they have cards with concepts
written on them to sort and organize, students can explore
different connections fluidly. The activity requires the
students to physically move and arrange the cards, so they
are also working kinesthetically. Moreover, the students will
also be given an opportunity to validate their
preconceptions and clear out vague concepts and
synthesize concepts on the lesson.

Processing: Ask the students about how they arrive with

their output. There feedbacks can be consolidated and
trimmed down to better techniques to be used on the next
activity.

3. The following key concepts will be discussed by the teacher.

  Reflection is the bouncing of light when it hits a surface.
 The law of reflection of light states that the angle of
incidence and the angle of reflection are equal.
Ɵi = Ɵr
 The other law of reflection states that “the normal line, the
incident ray, and the reflected ray lie on the same plane”.
 The image formed by a plane mirror is always upright,
virtual, same size and laterally inverse.
 There are two types of reflection: Specular (Regular) and
Diffuse (Irregular).
 In plane mirrors, the image appears to be behind the
mirror so the image is virtual
 In plane mirror the object distance and the image
distance is equal.
 The height of the image in plane mirrors is always the
same as the height of the object, thus, its magnification is
M = 1.
 Magnification formula is written
M = hi/ho=-di/do
 Discuss the applications of reflection in the different
industries
Note: Before giving the evaluation, pick several responses from the FACT
“Traffic Lights”. This is to clear out the misconceptions of the students. Ask
the students also about unclear concepts and questions about the topic

Evaluate The students will answer the following questions on a sheet of paper.
1. A ray of light is reflected from a plane mirror. The angle of
incidence id 20 degrees. The angle between the incident and the
reflected ray (in degrees) is
a. 10 b. 30 c. 20 d. 40
For number 2 – 5, refer to the following figure.

2. The incident ray on the reflecting surface is

A. AB B. CF C. DF D. EF
3. The reflected ray on the reflecting surface is
A. AF B. BF C. CF D. FE
4. The normal drawn from the point of incidence is
A. BF B. CF C. DF D. AF
5. The angle of incidence is
A. CFD B. AFC C. DFE D. BFE
6. The image in a plane mirror is always
A. Erect but reversed
B. Inverted and reversed
 C. Erect but not reversed
D. Inverted but not reversed
7. When light hits a smooth surface, it is
A. Bent around corners
B. Reflected
C. Polarized
D. Refracted
8. If the height of the object is said to 1.5 m then what would be the
size of its image on a plane mirror?
9. What kind of image is formed by a plane mirror?
10. Why the value of di is becomes negative in mirror magnification
formula?

Assignment:
1. What is a curved mirror?
2. Differentiate a plane mirror from a curved mirror
3. What are the types of curved mirrors
4. What are the characteristics of image formed by curved mirrors
 ACTIVITY 1: Light Me Up!
We see things around us because of light. Objects become visible because they
reflect most of the light they receive from different light sources like the sun. However,
there are things that do not reflect light and some reflect light irregularly that makes an
object blurry. Light as vital factor for living things to thrive, to see, and to witness the
world.

This activity focuses on how light behave when it hits a surface. Most of us see things
clear and some of us see things as blurry. Let’s find out how this happens.

OBJECTIVE:

 Compare the angle of reflection and the angle of incidence

 State the laws of reflection
 Observe and describe the image formed in plane mirror

MATERIALS:

 1 plane mirror
 2 paper protractors
 Laser
 Modelling clay or binder clips

PROCEDURE:
Angle of Incidence Vs. Angle of Reflection

1. Let the mirror stand vertically along the edge of the paper protractor as
shown below. (Use the mirror with smooth surface only).
2. Position the laser beam such that it hits an angle of 10 degrees with the
normal line. Measure the angle between the reflected ray and the
normal. Record your measurement in a table similar to table 3.
3. Make three trials and get the average.
4. Repeat steps w to 4 for angles 20˚, 30˚, 40˚, and 50˚. Enter all your
measurement on the table below.
5. Answer the Guide questions below. And write it on the separate sheet
provided.

Angle of Reflection
Angle of Incidence
Trial 1 Trial 2 Trial 3 Average
10̊
20̊
30̊
 40̊
50̊

Guide questions:
1. How does the angle of incidence compare with the angle of reflection?
2. How do you describe the image formed by the plane mirror in terms of:
a. Distance from the object
b. Its size compared to the size of the object
c. Its height compared to the height of the object
3. Based on your results, how can we define law of reflection?
 FORMATIVE ASSESSMENT CLASSROOM TECHNIQUE 1
FACT 1: TRAFFIC LIGHTS

INSTRUCTION/PROCEDURE:
 Students will be given several
statements.
 Each student will be asked to give
their responses by raising a
Colored paper given to them by the
teacher prior to the start of the
lesson.
 . Each Colored paper corresponds
to the following responses:
 RED Paper if the student
disagree about the statement
 YELLOW paper if the student
have little understanding or
unsure about the statement
 GREEN paper if the student
agree with the statement
 Students will also be given printed
sheet of paper and they will write
their reasons for their responses
 The teacher will ask several
students to give their idea about
the statement.

Statements:
1 .A plane mirror produces an image exactly the same size with the object.
2. During reflection, the angle of incidence is greater than the angle of reflection.

Note: This fact is used to determine the preconceptions of the students. The teacher should
accommodate all of the ideas from the students and will let the students write it on the sheet of
paper provided.

Processing: Tell the students that there is no wrong or correct answer and they are free to
express their ideas about the statement. Answers given by the students will be collected by the
teacher. After the lesson, the teacher will pick several answers to the statements and will let
the students to clear out misconceptions and vague concepts.

Name:
Color of Response Reason/s:
Ex. Green
 FORMATIVE ASSESSMENT CLASSROOM TECHNIQUE 2
FACT 2: I THINK… WE THINK…

Instruction:
Answer the guide questions based on your observation from the activity. On the
first column (I think), write your own observation or personal answer to the guide
question On the other column (We Think), collaborate with your group mates. Discuss
your answers and agree with a specific answer to the guide question.

I Think … We Think ….

1. 1.

2. 2.

3 3.
 Formative Assessment Classroom Technique 3
FACT 3: Concept Card Mapping

Procedure:
1. Students will be given cards with variety of terms, phrases, pictures, or concepts.
2. The students will work on their groups and will be making a “concept map”
showing the relationships or connections between the words/concepts on the
cards (e.g. Venn diagram – type arrangement, hierarchical arrangement or
simple groupings) record their map and present a brief explanation.

Applications of Reflection
1. _______________________
Reflection
2. ______________________
3. _________________________

Bouncing off of Light on a smooth

Law of Reflection
Surface

Reflection on Smooth Surface

The Incident Ray, Reflected Ray, and
Normal line lies on the same plane

Reflection on Rough Surface Angle of Incidence = Angle of

Reflection

Specular Reflection Diffuse Reflection

Types of Reflection

Note: This strategy can be used to help students to construct and illustrate
connections and links between and within a concept. Because they have cards with
concepts written on them to sort and organize, students can explore different
connections fluidly. The activity requires the students to physically move and arrange
the cards, so they are also working kinesthetically. Moreover, the students will also
be given an opportunity to validate their preconceptions and clear out vague
concepts and synthesize concepts on the lesson.
Processing: Ask the students about how they arrive with their output. There
feedbacks can be consolidated and trimmed down to better techniques to be used on
the next activity.

RUBRICS FOR GRADING

Criteria Percentage

Teamwork 20%

Correctness of answers 40%

Promptness 10%

Presentation/Clarity 30%

Total 100%