LESSON 5
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
apply ray diagramming techniques in describing the characteristics and
positions of images formed by lenses (S10FE-IIg-51)
C. Specific Objectives
At the end of the lesson, the students should be able to:
a. Describe lenses;
b. Differentiate convex lens and concave lens;
c. Perform an activity in applying ray diagram techniques in describing the
characteristics and positions of images formed by lenses
d. Apply the concept of lenses in real – life situation
CONTENT: REFRACTION OF LIGHT IN LENSES
LEARNING RESOURCES:
Science Curriculum Guide
Science 10 Learner’s Manual pages 193 - 200
Science 10 Teacher’s Guide pages 127 - 133
PROCEDURE
Recall Ask the students to give a short recap of the previous lesson.
Moreover, the following concepts should be recall to facilitate
smooth flow of instruction:
Refraction of light
Ray diagram method
Magnification equation
Lenses
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. Lenses always magnify objects.
2. Convex lens never produce real images
3. Concave lenses always produce virtual images.
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: Are you L-O-S-T after refraction?
The class will be divided into four groups. Each group will
select their leader and presenter.
In this activity, students will construct ray diagrams for lenses
and determine the location, orientation, size, and type of
image formed
Students are also tasked to answer the following guide
questions.
During the checking of the outputs, each group will exchange
output and personally check the work of the other group.
(see the attached activity sheet)
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.
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:
Students will be given cards with variety of terms, phrases,
pictures, or concepts.
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.
The following key concepts will be discussed by the teacher.
A lens is a transparent material made of glass or plastic that
refracts light rays and focuses (or appear to focus) them at a
point.
Types of Lens: Convex and Concave
Convex lens is thicker in the center than edges. It forms real
images and virtual images depending on the position of the
object. It is called “Converging Lens” because the light
converge at a particular point.
Concave Lens is thicker at the edges and thinner in the
center. It forms upright and reduced images. It is also called
“Diverging lens” because the light that passes through it
tends to diverge at a particular point called the focal point.
Convex lenses are used as magnifying glasses. To produces
a magnified and upright image, the object is located between
the lens’ focal point and vertex or optical center.
f is + if the lens is a double convex lens (converging lens)
f is - if the lens is a double concave lens (diverging lens)
q is + if the image is a real image and located behind the
lens
q is - if the image is a virtual image and located on the
object’s side of the lens
h’ is + if the image is an upright image (and therefore, also
virtual)
h’ is - if the image is an inverted image (and therefore, also
real)
Lens Equation
1/f = 1/p + 1/q
f = focal length or distance from the mirror and the focal
point, F
p = distance of the object from the lens
q = distance of the image from the lens
Lens equation is used to give the quantitative characteristics
of image formed by lenses.
ADD ON ACTIVITY: “LENS EQUATION”
Ask the students to get a sheet of paper and copy the
sample problem to be presented
Instruct them to use the lens equation to find what is asked
by the problem
Afterwards, call several students to show their solution on the
board and explain how they arrive at that answer.
Reinforce also the explanation by giving additional
techniques on how to solve the word problem.
Give several examples if necessary.
SAMPLE PROBLEM
Determine the image distance and image height for an 8.00-cm tall
object placed 46.5 cm from a convex lens having a focal length of
16.0 cm.
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 I. Short Quiz. Tell whether an image will be formed in the
following situations by checking (/) or putting (x) before
the number.
__ 1. Object is beyond 2F of a convex lens.
__ 2. Object is at 2F of a convex lens
__ 3. Object is between 2F and F of a convex lens
__ 4. Object is at F of a convex lens
__ 5. Object is between F and the convex lens
II. Solve the word problem below.
A 3.10-cm diameter coin is placed a distance of 25.0 cm from a
concave lens that has a focal length of -11.0 cm. Determine the
mage distance and the diameter of the image.
Assignment:
1. Enumerate the different defects in human eyes
2. Give ways on how this eye defects can be cured.
Activity 1: Are you L-O-S-T after Refraction?
Objectives:
Construct ray diagrams for lenses
Determine graphically the location, orientation, size, and type of image
formed.
Show graphically the changes in the image formed as an object’s position
is changed.
Materials:
Paper
Ruler
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.
2. Use the table below to summarize the characteristics and location of the
images formed.
Table 1. Location, Orientation, Size, and Type of Image Formed by Lenses
Image
Location Orientation Size Type
Location of the Object (Upright/ (Same, (Real /
inverted) Reduced, Virtual
Or enlarged)
CONVEX LENS
A. Beyond 2F
B. At 2F
C. Between 2F
and F
D. At the focal
point, F
E. Between F and
V
CONCAVE
LENS
F. At 2F
G. At the focal
point, F
H. Between F and
V
Guide Questions:
1. Refer to the table. How does the image change 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?
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. Lenses always magnify objects.
2. Convex lens never produce real images
3. Concave lenses always produce virtual images.
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.
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.
Convex Qualitative
Diverging Quantitative
Converging Ray diagram
Lens Equation
Concave
Lenses
Magnification equation
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%
