TEACHER Rowena S.

Nadao GRADE LEVEL Seven(7)

LEARNING AREA Science UNIT 3 Force, Motion and Energy
QUARTER Third MODULE 4 Light
DAILY
LESSON DATE February 4, 2019 Monday DATE February 7, 2019 Thursday
LOG SECTION Panday Pira (21) SECTION Gomwz, Ponce
DATE February 5, 2019 Tuesday – Holiday (Chinese New Year)
DATE February 6, 2019 Wednesday – ABSENT
DLL NO.:
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of motion in one dimension

B. Performance Standards The learners shall create and interpret graphs based on a given contextualized
situation
C. Learning Competencies/ The learners should be able to…
Objectives LC code for each  infer that waves carry energy;
 describe how light waves travel through different objects and
medium
 Observe how light travels outward from a source in straight lines.
 Group rotations are valuable for keeping the whole class engaged.
II. CONTENT Light
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages pp.
2. Learners Guide Pages pp.
3. Curriculum Guide Pages K to 12 Science Curriculum Guide May 2016 Page 153 of 211
4. Additional Materials from http://lrmds.deped.gov.ph
Learning Resource (LR)Portal http://www.animations.physics.unsw.edu.au/
B. Other Learning Resources slideshare.com
enchantedlearning.com
IV. PROCEDURES
Daily Activities Prayer / Greetings
Checking of the Physical Condition of the Room
Checking of attendance
Row/ Group 1 is there any absent? I’m glad to say that no one is absent in our
group...What about group / rows 2?(each representative of the group will be doing their
attendance report)
A. Reviewing previous lesson or Where does light come from?
presenting the new lesson

Where else does light come from?

B. Establishing a purpose for the Our Goals for Learning
lesson Essential Question:
What is light?
What are the different sources of Light?
How do light travels?

C. Presenting examples/instances of the Sorting light sources

new lesson Natural vs. Man-made (artificial)

Lessons at a glance
Light is all around us.
 If you can see something, then light must be present.
 Light travels in straight lines. It moves outward in all directions from a
source until it hits something.
 When light hits something, one or more of these three things can happen:
the light can bounce off the object, go through it, or be absorbed by it.
 The eye detects light.
 You see when light comes into your eye.
 When light goes through a transparent object, it either goes straight
through or changes directions.
 Scientists use models to represent things that are too big, small, fast, slow,
far away, or dangerous to observe in the real world.

Vocabulary
light beam ........... Light rays all going in one direction.

D. Discussing new concepts and Introductory Discussion

practicing new skills #1
1. Review the sources of light the learners identified at home.
2. Facilitate a discussion about variations in the light emitted by the different
sources the children identified, with questions such as:
a. Does light from different sources always look the same?
Answer: No
b. How does light from different sources look different?
c. Answer:
It may have different colors or brightness. Examples include reddish
orange light from some streetlights, the light from neon signs, and light
from a campfire, candle, fluorescent light, or incandescent light bulb.
3. Review the ideas the students generated about how light from outside
sources got into their darkened classroom even when the windows were
covered.
4. Tell the learners that today they are going to carefully observe a light beam,
and see the direction light travels from its source
E. Discussing new concepts and Activity
practicing new skills #2 Light Sources
Observing a Beam of Light
Begin their examination of how light travels as they observe how a beam of light
passes
1. Give each pair of students a cup of the cloudy solution and a flashlight.
SafeTy NoTe: Remind the student that it’s dangerous to shine a flashlight
into someone’s eyes.
2. Dim the classroom, and have one student carefully hold the cup at eye level
with both hands and look in through the side of the cup. Then have the
other student position the flashlight against the side of the cup and turn the
flashlight on (so the light shines horizontally into the cup)
3. Direct the students to make observations about the light and record them
on
4. Have the pairs tilt the flashlight so that it shines at a different angle into the
cup.
5. After observing what happens to the light, the student can draw a picture
of what they saw
6. When students have completed their drawings, have them answer question
.
Teacher NoTe: The last question in the science notebook is a pre assessment of
student’s understanding of what happens when light hits an object.

Sharing
Ask the learner to share their observations from the first exploration
o What did they observe when they shined the flashlight into the side of the
cup?
Answer: They could see a beam of light going through the cloudy solution in
a straight line.
o What happened to the light when they tilted the flashlight?
Answer: The beam of light tilted as well, but was still in a straight line.

Synthesizing
1. Guide the discussion to help student use the specifics of what they saw to
reach a more generalized understanding that light travels in straight lines.
a. Did they notice light travelling in a curved path or in a straight path
from the flashlight?
Answer: It travelled in a straight path.
b. Was this true even when they tilted the flashlight?
Answer: Yes
2. Turn on a night light (with no shade) and a flashlight. Broaden the
discussion to cover what happens when light travels in more than one
direction.
a. Ask the children to compare the path the light beams travel from each of
these sources of light.
Answer:
The light beams still travel in straight paths, but they travel in all
directions from the night light, and are focused in one direction by the
flashlight

A. Developing mastery (Leads to How does light travel?

Assessment 3)  Light rays travel in straight lines from the light source.
 When it hits an opaque object, some light is absorbed and the rest
reflects off.
 If the object is transparent, light rays pass through it easily.
 If the object is translucent, some light can pass through, but the
rest of the light will be reflected
 B. Finding practical applications of
concepts and skills in daily living
How do we see?
 Light coming from, (or reflecting off) objects enters the eye through the
cornea then the pupil.
 It is focused clearly by the lens on to the retina.
 The light sensitive cells of the retina gather information about patterns of
light and dark, colour and movement and send it through the optic nerve.
 Information entering the brain through the optic nerve, is then transmitted
through more nerve pathways to the visual cortex.
 Here the patterns of light and dark, colour and movement are interpreted.
 The brain, based on past experience, can then understand what it ‘sees’.

C. Making generalizations and Light travels in Straight Lines

abstraction about the lesson  light exists independently in space and that it interacts with objects
it encounters
 One of the Big Ideas of the unit is that light from a source moves
outward in all directions in straight lines until it hits something.
The Speed of Light
 Light travels at a speed of 186,000 miles (300,000 kilometers) per
second through a vacuum such as space. At this speed, it takes 8
minutes for sunlight to reach Earth.
Light Bounces
 When light hits something, one or more of three things can happen.
It can bounce off the object, go through it, or be absorbed by it.
3-2-1 EXIT CARD
D. Evaluate learning
3-What have you learned today? Explain.
2-What life lessons have you gained from the topic?
1-What MI Activity did you learn the most from?

E. Additional activities for

application or remediation
V. ASSIGNMENT Have students create an electromagnetic wave journal of different electromagnetic
waves they experience throughout the week (for example, microwaving food, seeing
a rainbow, listening to the radio, etc.).

VI. REMARKS
VII. REFLECTION
Grade Level/ Section VII – Panday Pira VII - Ponce
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
 who scored below 80%
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
work 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
can share with other teachers?