Grades 1 to 12 School Grade Level 4

DAILY LESSON Teacher Learning Area SCIENCE

LOG Teaching Dates and Quarter Q3WK7D4
Time

I. OBJECTIVES
I. LAYUNIN

Demonstrate understanding of how heat and sound travel using

A. Content Standards various objects.
A. Pamantayang
Pangnilalaman
Demonstrate conceptual understanding of
B. Performance Standard properties/characteristics of light, heat and sound.
B. Pamantayan sa Pagganap
1. Investigate properties and characteristics of light.S4FE-IIIh-5
C. Learning Competencies/
Objectives
Write the LC code for each Perform various activities to show that light is reflected or
C. Mga Kasanayan sa refracted.
Pagkatuto Realize that light plays a vital role in our daily lives.
Investigating the Properties of Light
II. CONTENT
II. NILALAMAN

III. LEARNING RESOURCES

III. KAGAMITANG PANTURO

A. References
A. Sanggunian
1. Teacher’s Guide pages
1. Mga pahina sa Gabay ng pp. 253-261
Guro
2. Learner’s Materials pages
2. Mga pahina sa kagamitang pp. 207-215
pangmag-aaral
3. Textbook pages
3. Mga pahina sa teksbuk
4. Additional Materials from Multimedia presentation, flashcards, jumping rope, cd copy of a
Learning Resource (LR) portal lively music, Activity sheet
4. Karagdagang kagamitan
mula sa portal ng Learning
Resource
B. Other Learning Resources LED tv, ppt, speakers,
B. Iba pang kagamitang
panturo

IV. PROCEDURES
IV. PAMAMARAAN
A. Reviewing previous lesson or ELICIT
presenting the new lesson
Energizer:
Review on the topic discussed on the previous lesson.
(Poem recitation “light”)

B. Establishing a purpose for the ENGAGE

lesson
Show a picture of an ambulance.

https://www.google.com/search?
biw=1366&bih=657&tbm=isch&sa=1&ei=5fy4XfeSM8GIr7wP3b288A
U&q=AMBULANCE&oq=AMBULANCE&gs_l=img.3..0i67j0l9.201912.2
07130..208629...0.0..0.643.2960.1j12j2j5-
1......0....1..gws-wiz-
img.....0.3B9pLW3pWzY&ved=0ahUKEwi3maiH_8LlAhVBxIsBHd0eD
14Q4dUDCAc&uact=5
Ask: Have you seen an ambulance?
What is the use of this vehicle?
What do you notice about the word AMBULANCE that is
printed at the front of the vehicle?

Setting of standards for listening.

Pre- listening Activity:

Ask: What should you do when someone is reciting a poem?

During listening Activity

If possible , the teacher must pause and ask questions. Let
the pupils infer what will happen next.

Poem recitation “Light”

LIGHT
Anonymous

C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
You’ve no need to light a night-light,
On a light night like tonight,
For a night- lights light’s slight light,
And tonight’s night that ‘s light.
When a night’s light, like tonight’s light,
It is really not quite right,
To light night-lights with their slight lights,
On a light night like tonight.
Post Reading Activity:
Ask:
What is the poem all about?
What part of speech is displayed in the poem?
What is setting being described in the poem?
Can you imagine yourself living in a world without light?
What kind of life would it be?
How can we value light?
Say:
The shine from a disco ball or the way a diving ring
looks underwater are examples of how light can behave. Light
moves so fast that sometimes we don't stop and think how it
moves and what happens when it encounters solids, liquids,
and gases. 
EXPLORE
1. Group pupils into three groups
2. Setting of standards for group activity
3. Distribution of materials
4. Group Activities
Group 1 -
Complete the table by writing the important information about
reflection and refraction of light
REFLECTION REFRACTION
Characteristic: Characteristic:
Characteristic: Characteristic:
 Objects: Objects:

Objects: Objects:

Activities: Activities:

Activities: Activities:

Note: The output will look like this:

Group 2- Different Reflections

Have students experiment with aluminum foil to see how
changing the surface of an object can affect the way light is
reflected.
What you need?
Mirror, aluminum foil, paper and pencil

 Show the class a mirror and describe how it reflects light

and the image in the mirror. Ask students to brainstorm
how they think the reflection would be different if the
mirror was broken.
 Provide students with aluminum foil, paper, and pencils.
 Have each student take a piece of aluminum foil and look
at their reflection in it. Students should draw what they
see.
 Have students crumple up their pieces of aluminum foil.
Then, students should smooth their foil back out just a little bit
  Have each student look at their reflection in the foil again
and draw what they see.
 Have students get into small groups and discuss what
they saw in their foil and how their reflections changed.

5. Answer the following questions:

How did the crumpling of the foil affects the angle at

which light and images are reflected?

Is your experienced similar to the way light is reflected by

sequins or disco ball? Why do you say

5. Report your output in front.

Group 3- Water and Mirrors

What you need?
clear containers filled with water, a laser pointer,
flashlight, mirror, paper, and pencils.

What to do?
1. Divide the class into small groups and provide each
group with clear containers filled with water, a laser
pointer, flashlight, mirror, paper, and pencils.
2. Tell the students that they will be conducting two
experiments to experience reflection and refraction. After
each experiment, they will draw a ray diagram to show
how the light moved during the experiment.
3. Refraction in the Water- Have students shine a laser
pointer into the water at different angles. Students
should observe the way the direction of the laser beam
changes once it enters the water.
4. Reflection in the Mirror- Turn off the lights. Each group
should conduct the experiment standing near a wall with
their backs to it. Have one student shine a flashlight into
the mirror at different angles. Students should observe
where the light travels on the wall after it hits the mirror.
5. After the groups have finished, review their ray diagrams
with them.
6. Answer the following questions:
Why did the laser beam look broken when it entered
the water?
Why did the light from the flashlight show up in
different areas on the wall after hitting the mirror?

- Group Reporting.
- Analyzing/Comparing the results of activities.

E. Discussing new concepts and EXPLAIN

practicing new skills #2 Show a video clip about how light is refracted.
 https://www.youtube.com/watch?v=_86PsrjubrU
Discuss:
What is the main characteristic of a reflected light?
What is the main characteristic of a refracted light?
What are other examples of activities that shows reflection
of light?
What are other examples of activities that shows refraction
of light?
What will happen to light when reflected?
What will happen to light when refracted?

F. Developing mastery (leads to

Formative Assessment 3) ELABORATE

Show different pictures of how light is reflected or

refracted.Write reflected on the space below if the pictures
shows reflection of light. Write the word refracted if the pictures
shows refraction of light.

___________________________ ____________________

G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
________________________ ____________________
__________________ ____________________
https://www.google.com/search?
q=reflection+and+refraction+activities&source=lnms&tbm=i
sch&sa=X&ved=0ahUKEwj72JewgMPlAhWNKqYKHap7ATQQ_AUIEigB&b
iw=1366&bih=657#imgrc=OBjKd24a-r1nyM:
Game: “Read Me Clearly”
One group will write a word in reversed and left-to-write
manner. The other groups will try to decode the words using
mirrors. Each group will take turns writing words.
What have you learned?
How light is refracted?
EVALUATE
Direction: Read the questions carefully. Write the letter of
 the correct answer on your paper.

Study the picture.

The pictures shows what a student observed when he looked

through a hand lens at a penny.

1. What happens to light passing through a hand lens that

makes the image of the penny appear larger?
A. Absorbed C. reflected
B. Refracted D. stopped

Look at illustration.

The illustration shows a light ray striking an object.

2. What can you say about the light based on the given
Illustration?
A. Absorbed C. reflected
B. Refracted D. stopped

Study the picture.

3. Why does the lower part of the child appear so much different
in size from the upper part?
A. The light rays that travel through water and then into air
are refracted.
B.The light rays that travel through air and then into water
are reflected.
C.The light rays that travel through water and then into air
are enlarged.
D.The light rays that travel through air and then into water
are reduced.

A student placed a
4. pencil in a cup of water.
The pencil
appears broken.
Why is it that the pencil appears
to be broken when placed in
a glass of water?
A. always travels in a straight
line
B. bends when it passes
through water
C. makes the water in the glass
evaporate
D. reflects the pencil on the
water's surface

Given the following objects:

I. II. III. IV.

5.Which of the following objects refracts light?
A. I &II B. III&IV C. I,II,IV D. II,III,IV
 J. Additional activities for EXTEND
application or remediation Answer these:
J. Karagdagang Gawain para sa Why do objects seem to be larger when viewed under a
takdang aralin at magnifying glass?
remediation What is the role of light in this?

V. REMARKS
V. MGA TALA

VI. REFLECTION
VI. PAGNINILAY

A. No. of learners who earned

80% in the evaluation
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 and submitted by:

GENEVIEVE C. BAEL
Larayan Elem. School