EXEMPLAR SCIENCE LESSON PLAN

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. PAGE NO.

10 2ND QUARTER/ FORCE, MOTION AND ENERGY WEEK 8 DAY 2 1

I. OBJECTIVES
The learners demonstrate an understanding of the images formed by the different
A. Content Standards
types of mirrors and lenses
The learner shall be able to construct an improvised optical instrument (periscope,
telescope, pinhole camera, etc.) using readily available materials that will show the
B. Performance Standards
properties of mirrors and lenses.

The learner should be able to apply ray diagramming techniques in describing the
characteristics and positions of images formed by lenses.
(S10FE-IIg-51)
C. Learning Competencies/
Objectives Specifically, at the end of the session, 80% of the learners should be able to:
Write the LC code for a. construct ray diagrams for lenses
each b. determine graphically the location, orientation, size, and the type of image
formed.
c. show graphically the changes in the image formed as an objects position is
changed.

II. CONTENT Images Formed by Lenses ( Ray Diagramming)

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 153-156
2. Learner’s Materials pages 198-203
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Science and technology textbook for fourth year, revised edition, 2004, SEMP.
Resources
IV. PROCEDURES
A. Reviewing previous The learners will fill out the information using frayers model.
lesson or presenting the Definition Facts and Characteristics
new lesson

Convex Lens
Examples Uses and Application

Definition Facts and Characteristics

Convex Lens
Examples Uses and Application
 EXEMPLAR SCIENCE LESSON PLAN

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. PAGE NO.

10 2ND QUARTER/ FORCE, MOTION AND ENERGY WEEK 8 DAY 2 2

B. Establishing a purpose
for the lesson

( google image)
Guide Questions:
1. What must happen for you to see most objects?
2. How does the object reflected to your eyes?
3. Can you trace the path of light?
Note: accept learners responses to lead the exploration of the topic.
C. Presenting  Have learners discuss the Images formed in convex (converging lens) and
examples/instances of concave (diverging lens) through ray diagramming. The P – F ray, F – P ray,
the new lesson
and the V ray. (The ‘Three Most useful Rays’) in convex and concave
lenses.

Note: 1. The learners will construct the ray diagramming mentioned above.
2. Please see attached diagram and the description of the three most
useful rays both concave and convex lenses.

Have the learners determine the position and nature of the image graphically using
the ‘The ‘Three Most useful Rays’

Ask: What do you think ray diagramming is used in the

graphical method of
locating the image?

Have the learners demonstrate ray diagramming steps using the three most useful
rays in determining the position and the nature of the image of an object formed
by concave lens and convex lens.
1. From the object, draw the first ray (P – F ray). From the same point on the
object, draw the second (F – P ray), third ( (V ray) rays.

Have the learners demonstrate the following concept in the class:

1. The intersection of the four rays is the image point corresponding to the object
point. For example, if you started diagramming from the tip of the narrow-shaped
object, the intersection of the reflected rays is also the tip of the arrow-shaped
image. Thus, you can determine completely the position and characteristics of the
 EXEMPLAR SCIENCE LESSON PLAN

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. PAGE NO.

10 2ND QUARTER/ FORCE, MOTION AND ENERGY WEEK 8 DAY 2 3

image.

2. For a concave lens, light rays diverge from virtual focus; but the procedure for
locating images is the same as for convex lenses.

D. Discussing new concepts

and practicing new skills Please see attached learners activity.
#1
E. Discussing new concepts Note: Have learners use the three most useful rays to determine the location,
and practicing new skills orientation, size, and type of images formed by the lenses
#2

F. Developing mastery Ask: How does the image change in its size and location, as the object comes
(leads to Formative nearer the convex lens? Concave lens?
Assessment 3)
G. Finding practical Ask the learners the question below:
applications of concepts 1. Why photographers need to adjust the lens to achieve a clearer image of the
and skills in daily living subject?
H. Making generalizations
and abstractions about Write at least three things you have learned today.
the lesson
The learners will answer the questions below:
1. Refer to the size of object and the size of image from the drawn ray diagrams for
convex lens. Identify the location of object for which the following optical
instruments are used to. Match column A with column B.
The Learners will match column A with column B.
I. Evaluating learning Column A Column B
Photocopy ‘xerox’machine at infinity
Camera Beyond 2F
Telescope At 2F
Projector between 2F and F
Magnifying Glass Between f and V
J. Additional activities for
Ask the learners to answer the question
application or
remediation 1. Why is it impossible for a concave lens to form a real image?
V. REMARKS

VI. REFLECTION
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?
 EXEMPLAR SCIENCE LESSON PLAN

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. PAGE NO.

10 2ND QUARTER/ FORCE, MOTION AND ENERGY WEEK 8 DAY 2 4

ERWIN B. BERRY
Writer/s: Bagbaguin National High School
Division

Emmanuel L. Estrellado Maria Allen B. Secretario

Muntinlupa Schience High School Pasig Science High School
Muntinlupa Pasig

Team Members:
Vanessa Kate R. Cristo Gil Montes
San Bartolome High School Baclaran National High School
Quezon City Paranaque
 EXEMPLAR SCIENCE LESSON PLAN

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. PAGE NO.

10 2ND QUARTER/ FORCE, MOTION AND ENERGY WEEK 8 DAY 2 5

TEACHER HANDOUT
1. Images formed in a lens can be located and described through ray diagramming. Below are the three most useful
rays for convex and concave lenses.
 EXEMPLAR SCIENCE LESSON PLAN

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. PAGE NO.

10 2ND QUARTER/ FORCE, MOTION AND ENERGY WEEK 8 DAY 2 6

Table : Location, Orientation, Size, and Type of Image Formed in Curved Mirrors

Location of Object Location Orientatio Size ( same, Type ( real or

n ( upright reduced or virtual)
or inverted enlarged

A. CONVEX LENS
Beyond 2F’ Between F and Inverted Reduced Real
2F
At 2F’ At 2F Inverted Same Real
Between 2F’ and F’ Beyond 2F Inverted Enlarged Real
At the Focal point, F’ No Image No Image No Image No Image
Between F’ and V Beyond 2F’ Upright Enlarged Virtual
B. CONCAVE LENS

All Locations Between F and Upright Reduced Virtual

V

1. Why photographers need to adjust the lens to achieve a clearer image of the subject?
As the object comes nearer the convex lens, the image appears farther and magnified. As it comes closer to
the convex lens (between F and v), the image appears upright and becomes virtual. For all locations of object in front
of a concave lens, the image formed is always upright, reduced, virtual, and located between f and V.

2. Column A Column B
C Photocopy ‘xerox’machine a. at infinity
B Camera b. Beyond 2F
A Telescope c. At 2F
D Projector d. between 2F and F
E Magnifying Glass e. Between f and V
3. Why is it impossible for a concave lens to form a real image?
A concave lens cannot form real image because a real image is formed by intersection of real refracted rays,
and concave lens spreads out the real rays.
 EXEMPLAR SCIENCE LESSON PLAN

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. PAGE NO.

10 2ND QUARTER/ FORCE, MOTION AND ENERGY WEEK 8 DAY 2 7

ACTIVITY SHEET
Images formed in Curved Mirrors
(This activity is adapted from the lesson plans in Science IV, Unit II Energy in the Environment, Images formed by
lenses)

I. Objectives:
1. Construct ray diagrams for lenses.
2. Determine graphically the location, orientation, size, and type of image
formed.
3. Show graphically the changes in the image formed as an object’s position is
changed.
II. Materials:
• paper
• ruler
III. Procedure:
1. Copy each of the diagrams (A–H) below on a clear sheet of paper. Construct
ray diagram using, as much as possible, the ‘three most useful rays’ for each of the
following cases to determine the location, orientation, size, and type of the image.
 EXEMPLAR SCIENCE LESSON PLAN

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. PAGE NO.

10 2ND QUARTER/ FORCE, MOTION AND ENERGY WEEK 8 DAY 2 8
 EXEMPLAR SCIENCE LESSON PLAN

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. PAGE NO.

10 2ND QUARTER/ FORCE, MOTION AND ENERGY WEEK 8 DAY 2 9

2. Use a table below to summarize the characteristics and location of the images
formed.

Table 4. Location, Orientation, Size, and Type of Image Formed by Lenses

Location of Object Location Orientatio Size ( same, Type ( real or

n ( upright reduced or virtual)
or inverted enlarged

A. CONVEX LENS
Beyond 2F’
At 2F’
Between 2F’ and F’
At the Focal point, F’
Between F’ and V
CONCAVE LENS
At 2F’
At the Focal point, F’
Between F’ and V

IV. ANALYSIS
 EXEMPLAR SCIENCE LESSON PLAN

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. PAGE NO.

10 2ND QUARTER/ FORCE, MOTION AND ENERGY WEEK 8 DAY 2 10

1. Refer to table 4. How does the image change in its size and location, as the object comes nearer the
convex lens/ Concave lens?
2. Why is it impossible for a concave lens to form a real image?