School Acacia National High School Grade Level 11

GRADES 1 TO 12 Teacher Ferdie G. Salao Learning Area Physical Science

DAILY LESSON LOG Teaching Dates and April 21, 2022 2022 / 8:00-9:30 Quarter 4th
Time

A. Content Standard The learner demonstrates understanding of the light as a wave and a particle
B. Performance The learner is able to design and create a useful product for practical purposes that uses mirrors and lenses.
Standard
C. Learning The learners are expected to: Annotations:
Competencies/Objectives 1. Describe how propagation of light, reflection, and Research Based Principle
(Write the LC code for each) refraction are explained by the wave model and the particle Setting goals keeps students focused on desired
model of light; outcomes and provides a clear direction for success
2. Explain how photon concept and the fact that the energy of (Dotson, 2016; Brookhart & Moss, 2014)
a photon is directly proportional to its frequency can be Philosophy
used to explain why red light is used in photographic dark Progressivism: individuality, progress and change
rooms, why we get easily sunburned in ultraviolet light but are fundamental to education, demonstrates leadership.
not in visible light and how we see colors.
II. Content Properties of Light
III. Learning Resources 1. Teacher’s Guide pp. 66-74 2. Learner’s Material Pages SLEM pp. 134-144
Pages
A. References 3. Textbook Pages Padua, A; Padolina, M.C., et.al. (2016). How do Newton's Laws of Motion explain the motion of an object? In
Physical Science (pp. 140-144). Quezon City: Vival Group Inc.
B. Other Learning 4. Additional Simulators:
Resources Materials https://www.physicsclassroom.com/Physics-Interactives/Light-and-Color/RGB-Color-Addition/RGB-
Color-Addition-Interactive
https://ophysics.com/l5b.html
https://phet.colorado.edu/sims/html/blackbody-spectrum/latest/blackbody-spectrum_en.html

IV. Procedures WEDNESDAY Annotations

A. Review previous or Activity: Who can read my mind? Motivation is a psychological state within each student of
presenting new lesson We see a lot and of which we understand only little about. wanting to learn what the instructor wants to teach and an
It is what separates the day from the night. orientation towards learning (Chuter, 2020; Golland, 1998)
Its what you want to see when you are in the darkest hour and hope things are
going to be alright.
It comes in many colors but collectively its white.
When it comes to speed, nothing can be compared to the power of its flight.
Believe me or not, it is also responsible for the joy of sight.
What is it?
 Time Frame: maximum of 3 minutes
B. Establishing a A. Setting up expectations by presenting the competencies that learners
purpose for the lesson are expected to develop.
B. Tell whether the given statement is True or False.
1. Light is considered as an electromagnetic wave.
2. Red light has the longest wavelength.
3. In reflection, the light bounces as it strikes a surface.
4. Light bends as it passes from one medium to another.
5. Light is separated into colors due to difference in degrees of
refraction.
This activity will be done in a quizziz to see the response of the learners
real-time. Answers will not be revealed and will be discussed during the
discussion proper.
Backward design begins with the objectives of a unit or
course—what students are expected to learn and be able to
do—and then proceeds 'backward' to create lessons that
achieve those desired goals (Kelly, 2019)
The pre-test can then become an introduction to what
students are going to learn (pre-existing knowledge) ,
rather than a final judgment on what they did not
(Broedel, 2016; Berry, 2008)

Time Frame: maximum of 5 minutes

C. Presenting Essential Questions:
examples/ instances of 1. How does light behave? Essential questions encourage students to carry out their
the new lesson 2. Is it a wave, a particle or both? Why? own investigations about a subject. (Mc Tighe and
Wiggins, 2013)

D. Discussing new Concept 1: Nature of Light

concepts and practicing 1. Discuss various theories about the nature of light.
new skills #1 2. Go back to Statement #1 in Activity 2 and clarify if the previous
E. Discussing new answer is True or False.
concepts and practicing
new skills #2 Concept 2: Quantization of Light
1. Explore blackbody spectrum using a simulator.
2. Elaborate how Planck and Einstein conceptualized the idea on
quantization of light energy.
3. Go back to Statement # 2 in Activity 2 and clarify if the previous
answer is True or False.
4. Use a simulator.
5. Incorporate Planck’s formula to explain the relationship of energy
 and frequency of light to prepare the learners to succeeding
lessons. (Do not give problems to solve yet).
E = hf
Where: E – energy in joules (J)
h – Planck’s constant (6.626 x 10-34 Js)
f – frequency in hertz (Hz)

Concept 3: Interaction of Light with matter

1. Discuss the properties of light such as:
1.1. Propagation
1.2. Reflection
1.3. Refraction
1.4. Diffraction
1.5. Dispersion
1.6. interference
2. During the discussion of various properties of light, go back to
Statements # 3-5 and clarify the if the previous answers are correct.

F. Developing mastery Provide the various light phenomena and let the learners explain the
(Leads to formative property/ies of light that may apply.
assessment #3) 1. Mirage
2. Rainbows
3. Blue sky and sunset
4. Halos and sundogs
G. Finding practical Light is important in many ways: Research Based Principle
application of concepts 1. Health and emotion of a person; Making course content relevant not only helps students
and skills in daily living 2. Commerce and trade; master it more effectively–by applying it to situations they
3. Management; understand–but helps them understand the importance of
H. Making 4. Various industries learning the content, and therefore, be more motivated for
Generalization and 5. Telecommunication doing so (Keller, 2008; Zull, 2002; Theall, 1999)
abstraction about the
lesson

I. Evaluating Learning Do the Performance Task posted in google Classroom/ FB Group Page Research Based Principle
and/ or FB Group Chat. This my be done by pair or solo (depending on Authentic performance task helps the learners
the preference of the learner). enhance their repertoire on research, methodology, and
science process skills, and develop their skills of self-
Elucidate the properties of light that best explain the occurrence of the confidence, self-efficacy, communication, interaction and
following: use of technology. (Ulcinar and Dinc, 2021)
1. Northern lights (Aurora Borealis)
 2. Use of red lights in submarines Philosophy
3. The use of red, green, and yellow in traffic lights. Progressivism: Learning from experience.

J. Additional Activities
for application or
remediation
V. Remarks
VI. Reflection
A. Number of learners who earned 80% in the evaluation
B. Number of learners require additional activities for remediation who scored
below 80%
C. Did the remedial lesson work? Number of learners who have caught up with the
lesson
D. Number of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did this work?
F. What difficulties did I encounter which my principal and supervisor can help me
solve?
G. What innovation or localized materials did I use/discover which I wish to share
with other teachers?