3

Lesson Exemplar Quarter 3

Week

For Science 6
Lesson Exemplar for Science Grade 3
Quarter 3: Week 6

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in delivering the curriculum
content, standards, and lesson competencies.

The Department of Education (DepEd), in partnership with the Filipinas Copyright Licensing Society, Inc. (FILCOLS), ensures compliance with Republic Act No. 8047
by developing and licensing learning materials for public schools. FILCOLS, as the government-accredited collective management organization for the text and image sector,
administers, licenses, and enforces reproduction rights on behalf of authors, publishers, and other right holders.
Under a non-exclusive license agreement, FILCOLS secures permissions for DepEd to reuse copyrighted works in the creation of educational resources, subject to a token fee.
This collaboration is particularly vital when textbooks are damaged or destroyed due to calamities, ensuring that students continue to have access to necessary learning materials.

Only institutions and entities with agreements with FILCOLS are authorized to reproduce these materials. Unauthorized parties must obtain direct permission from the
respective copyright holders. For more information, visit [Link] or email filcols@[Link].

No part of this material, including its original and borrowed contents, may be reproduced in any form without written permission from the Department of Education.

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please call the Office of the Director of the
Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or send an email to [Link]@[Link].

The Department of Education would like to extend its sincere appreciation and gratitude to the United States Agency for International Development and RTI International
through its ABC+ Project and UNICEF for supporting and providing technical assistance in the development of the MATATAG learning resources.

Published by the Department of Education

Secretary: Sonny M. Angara
Undersecretary: Gina O. Gonong

Development Team

Writer: Reena R. Ongsotto

Content Reviewers: Eliza Peralta and Cerilina M. Maramag
Language Reviewer: Felisa P. Muñoz
Consultant: Sheryl Lyn C. Monterola
Illustrator: John Jerry A. Maramag
Layout Artist: Patrick Lyndon Genar A. Rodriguez

Management Team

Bureau of Curriculum Development, Bureau of Learning Delivery, Bureau of Learning Resources

MATATAG School Grade Level 3
K to 10 Curriculum Name of Teacher Learning Area Science
Weekly Lesson Log Teaching Dates and Time Quarter 3

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
Learners learn that:
A. Content Standards ● Light and sound are examples of energy that affect daily life; and
● People can modify light and sound to make them useful.

By the end of the Quarter, learners identify and explore sources of light and sound in their local environment
B. Performance
and suggest how to use them safely in their lives. Learners apply their curiosity in the world around them and
Standards
their creativity to propose solutions to simple challenges.

The learners describe sources of light and their use in everyday situations and participate in guided science
C. Learning
activities to explore and describe sources of light, how it behaves or can be changed, and its uses in everyday
Competencies
situations.
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
the learners should be the learners should be the learners should be the learners should be
able to describe the size able to describe what able to describe what able to investigate what
and shape of a shadow happens when light hits a happens when light hits a happens to light when it
D. Learning Objectives when the position of the shiny surface. transparent or passes through different
light source is changed. translucent object. colored transparent
materials.

II. CONTENT Light and Sound

III. LEARNING RESOURCES
Department of Education Republic of the Philippines. (2020). Science - Grade 4 Alternative Delivery Mode
A. References Quarter 3 – Module 4: Properties and Characteristics of Light and Sound First Edition. pp. 126-128.
[Link]

B. Other Learning
Resources

1
 DAY 1 DAY 2 DAY 3 DAY 4
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
(Time: 3 minutes) (Time: 3 minutes) (Time: 3 minutes) (Time: 5 minutes)
1. Have the learners 1. Have students look at Present the learners with 1. Ask, “What happens
recall the previous themselves using a two images of cars, when you wear
lesson on shadows by mirror. one with clear glass sunshades with these
asking them the 2. Ask, “What do you see windows (Car1) and tinted glasses? What
following questions: when you look at a one with tinted will they see?” [Accept
● Can you always see mirror?” [I see myself windows (Car2). all answers.]
your shadow? [ No.] in the mirror.]
● When can you see 3. Ask, “What other
your shadow? objects can you use to
[Answers may vary. see yourself like a
Source:
Accept all possible mirror?” [Answers may
[Link]
answers.] vary as long as the Car1 Car2
[Link]/blogs
Activating Prior object is shiny.]
/sunglasses/sunglasse
Knowledge 2. Ask, “Which car would
s-categories
you like to ride on a
long day drive? Why?”
2. Ask, “What about
[Accept all answers]
colored sunglasses?
What will you see if
you wear these?”
[Accept all answers.]

Source:
[Link]
k/blog/best-lens-color-
for-sunglasses

2
 DAY 1 DAY 2 DAY 3 DAY 4
(Time: 2 minutes) (Time: 2 minutes) (Time: 2 minutes) (Time: 2 minutes)
1. Ask, “Does your Tell the learners, “In the Tell the learners, “In this 1. Tell the learners, “In
shadow look the same previous lesson, you lesson, you will observe this lesson, you will
all the time?” [Answer: learned that a shadow is what happens to light observe what happens
No.] formed when light hits an when it hits a transparent to light when it passes
2. Ask, “Does your opaque object. In today’s and a translucent object.” through different
shadow appear in only lesson, you will learn colored transparent
Lesson Purpose/Intention one location from what happens when light materials.”
you?” [answer: No.] hits a shiny surface.” 2. Tell the learners, “Like
3. Tell the learners, “In sunshades with
the previous lesson, different colors, you
you learned how will investigate what
shadows are formed you will see when light
from an opaque object. passes through colored
In today’s lesson, you transparent objects”.
will observe how the
position of light affects
the appearance and
location of a shadow.”
(Time: 5 minutes) (Time: 5 minutes) (Time: 5 minutes) (Time: 5 minutes)
1. Tell the learners that 1. Tell the learners that 1. Tell the learners that 1. Tell the learners that
they will learn and they will learn and use they will learn and use they will learn and use
use the following the following terms: the following terms: the following terms:
terms: ● Shiny ● Pass through ● Transparent
● Opaque object ● Bounce ● Scatter ● Color
● Shadow ● Reflect ● Block ● Pass through
● Appearance ● Reflection ● Transparent ● Scatter
Lesson Language Practice ● Location 2. Ask the learners to ● Translucent ● Filter
2. Ask the learners to name " shiny " objects, 2. Explain to the learners 2. Ask the learners to
give examples of like a mirror. Then, that when something describe what
opaque objects and ask them to describe can pass through, it transparent is based
explain why these are what shiny is. can go through the on the previous lesson
opaque objects. 3. Ask the students to object. and to give examples
[Accept all possible name objects which 3. Show what happens of transparent objects.
answers. Opaque can “bounce”. Ask when you throw small 3. Ask, have you seen a
objects do not allow them to describe what pieces of paper in one rainbow? What are the
hand or drop a
3
 DAY 1 DAY 2 DAY 3 DAY 4
light to pass through happens when handful of coins. When colors of a rainbow?
them, so you can’t see something bounces. the papers are thrown, What is color?
through them.] 4. Tell the learners that they “scatter” as they 4. Tell them that aside
3. Ask the learners to another word that can fall to the ground. from the colors in a
describe what a be used for “bounce” is Similarly, the coins rainbow, there are
shadow is and how it “reflect”. So if we “scatter” as they reach different colors of
is formed. [A shadow dribble a basketball, it the ground. objects around them.
is a black figure or bounces off the floor. 4. Ask the learners if they 5. Ask the learners to
shape you see behind We can also say that have watched or recall what pass
an object that is lit the basketball was played basketball. through means from
up.] reflected off the floor. What does a blocker the previous lesson.
4. Explain that 5. Tell the learners that do during the game? 6. Ask the learners if they
appearance refers to “Reflection” can mean [The blocker blocks can directly drink tap
what something looks two things. What you the ball to prevent the water. The learners
like. see in the mirror when shooter from scoring. can be led to discuss
5. Explain that location you look at yourself is They block to ball so it that making tap water
refers to where you called a reflection. will not reach the drinkable involves
can find the object. Reflection is also one basket.] several processes,
of the properties of 5. Ask the learners to including “filtering”.
light, which you will be recall Cars 1 and 2 in When tap water is
learning in the current the Activating Prior filtered, only water
lesson. Knowledge. can pass through,
6. Explain that the glass leaving the filter with
window of Car 1 is a large particles like dirt
transparent object and other debris
while the glass window behind. So, filtering
of Car 2 is a involves allowing only
translucent object. parts of something to
7. Explain that a pass through while
transparent object is leaving behind other
see-through so light parts you don’t want.]
can pass through it,
unlike a translucent
object, which blocks
off some of the light
from passing through
it.
4
 DAY 1 DAY 2 DAY 3 DAY 4
During/Lesson Proper
(Time: 2 minutes) (Time: 2 minutes) (Time: 2 minutes) (Time: 2 minutes)
Activity 1: How does the Activity 2: What happens Activity 3: What happens Activity 4: What happens
position of light affect the when light hits a shiny when light hits a when light passes through
size, shape, and location object? transparent or colored transparent
of the shadow formed? translucent object? materials?
1. Present the title and
1. Present the title and objectives of the 1. Present the title and 1. Present the title and
objectives of the activity, then ask the objectives of the objectives of the
activity, then ask the learners to read aloud activity, then ask the activity, then ask the
learners to read aloud the activity title and learners to read aloud learners to read aloud
the activity title and objectives together. the activity title and the activity title and
objectives together. objectives together. objectives together.
Activity Objective: In
Activity Objective(s): In this activity, the learners Activity Objective: In Activity Objective: In
this activity, the learners will describe what this activity, the learners this activity, the learners
will: happens to light when it will describe what will describe what
Reading the Key ● describe the size and hits a shiny object. happens to light when it happens to light when it
Idea/Stem shape of a shadow hits a transparent or passes through different
when the position of 2. Explain that they will translucent object. colored translucent
the light source investigate what will materials.
changes; and happen to light when it 2. Explain that they will
● predict the location of hits a shiny object. observe what happens 2. Explain that they will
a shadow when the when light hits a observe what happens
position of the light Notes for Facilitators: transparent and a when light passes
source changes ● The learners may lean translucent object. through colored
the mirror against a 3. Show the students the translucent materials.
2. Explain that they will wall to make it stand materials and
investigate the effects on its own. The experiment set-up. Notes for Facilitators:
of changing the cardboard can be cut Explain what they ● The teacher may use 1
position of a light into the size of a 3x5 need to do. folder for the
source on the shadow index card. cardboard. They
of an object. ● Make sure to use a Notes for Facilitators: should cut a square
3. Show the students the flashlight with a ● In case of insufficient hole in the middle of
materials and “white” bulb in the sets of class materials the folder.
experiment set-up. activity. for Parts A and B. The

5
 DAY 1 DAY 2 DAY 3 DAY 4
Explain what they class groups may be ● The teacher may also
need to do. divided into two (2), replace the color of the
those who will do Part cellophane to be used
Notes for Facilitators: A first and those who in the activity based
● In case ping pong balls will do Part B first. on what is available.
are not available, the After 10 minutes, the The cellophane should
teacher may use any groups will swap be the same size as
small round solid materials. So, groups the cardboard.
object as a who initially did Part A ● Make sure to use a
replacement. will now do Part B, flashlight with a
● Make sure to use a and those that initially “white” bulb in the
flashlight with a did Part B will now do activity.
“white” bulb in the Part A.
activity. ● Make sure to use a
flashlight with a
“white” bulb in the
activity.
● The baking powder
can be substituted for
powdered milk since
these are soluble in
water. Insoluble
powdered substances
cannot be used as
substitutes like flour
or baby powder.

6
 DAY 1 DAY 2 DAY 3 DAY 4
(Time: 10 minutes) (Time: 10 minutes) (Time: 10 minutes) (Time: 10 minutes)
1. Tell the learners to do 1. Tell the learners to do 1. Tell the learners to do 1. Tell the learners to do
Steps 1-4. They will Steps 1- 13. They will Steps 1-6. They will Step 1. They will shine
trace the shadow of trace the path of light shine the light of a the flashlight on a
the ping pong ball on from a flashlight as it flashlight on a clear white wall and answer
the paper when the hits a mirror and then plastic sheet and wax guide question 1.
flashlight is held at travels to the paper. Then, they will Q1. What is the color
Positions 1 and 2, cardboard screen. draw what they see on of the light from
shown in the 2. Tell the learners to do the Table. the flashlight
illustration. Steps 14-16. They will 2. Ask the learners to that you
repeat the activity, but answer guide observed on the
this time, they will questions 1-4. wall? [White]
move the flashlight to Q1. Which material 2. Ask, “What is the color
a different location in (clear plastic sheet of sunlight?” [The
front of the mirror. or wax paper) learners will usually
3. Ask them to answer allowed the light answer yellow. Explain
guide question 1. to pass through? that sunlight is white
2. Tell the learners to Q1. How can you [Both materials and that it looks yellow
Developing Understanding
answer guide question describe the path allowed light to because it has to pass
of the Key Idea/Stem
1 and share their of light from the pass through through the sky.]
answers. flashlight to the them.] 3. Tell the learners to do
Q1. Was there a cardboard using Q2. Was there a Steps 2-3. They will
difference in the the traces you difference in the predict the color, if
appearance of the made? [The path light that passed any, that they will see
shadows formed of the light from through each if they shine the
when the flashlight the flashlight to material? If yes, flashlight at different
was held at the mirror is a how are they colored cellophane.
Positions 1 and 2? straight line. different? [Yes. Allow the learners to
If yes, how are Similarly, the path The light that color the circles of
they different? of light from the passed through their predicted color in
[Yes. Shadow 1 mirror to the the clear plastic the Table.
looks longer and cardboard is also sheet was brighter 4. Ask the learners to
larger than a straight line. and clearer share their predictions
Shadow 2.] These two lines compared to the and explain their
3. Tell the learners to do meet where the light that passed answers.
Step 5. They will mirror is located.] through the wax 5. Tell the learners to do
observe the shadow paper, which was Steps 4-11. They will
7
 DAY 1 DAY 2 DAY 3 DAY 4
formed when the 4. Tell the learners to blurry and now test their
flashlight is held at imagine that the light dimmer.] predictions.
Position 3. from the flashlight was Q3. What does this tell
4. Tell the learners to a basketball and the us about the
answer guide questions mirror was the floor. If amount of light
2 and 3 and to share they dribble the that passes
their answers. basketball, what through each
Q2. Was there a happens? [It bounces material? [The
difference in the after hitting the floor.] amount of light
appearance of the 5. Tell the learners, that passes
shadows formed “What you observed is through each
when the flashlight similar to the case of material is
was held at the bouncing different.] 6. Ask the learners to
Positions 2 and 3? basketball.” Q4. Which material answer guide question
If yes, how are 6. Tell the learners to (clear plastic sheet 2:
they different? answer guide or wax paper) Q2. Which of your
[Yes. Shadow 3 questions 2-3. allowed a greater predictions were
looks shorter and Q2. What happened to amount of light to correct? [Answers
smaller than the light when it pass through it, may vary.]
Shadow 2.] hit the mirror? and why? [The 7. Ask the learners to
Q3. Was there a [The light seemed clear plastic sheet answer guide
difference in the to bounce off the allowed more light questions 3-5.
appearance of the mirror to the to pass through it Q3. Was the color of
shadows formed cardboard.] compared to the light that passed
when the flashlight Q3. What did the wax paper.] through each
was held at mirror do to the colored
Positions 1 and 3? light from the cellophane
If yes, how are flashlight? [It different from that
they different? bounced off the of the flashlight?
[Yes. Shadow 1 light to the If yes, how are
looks longer and cardboard.] they different?
larger than 7. Tell the learners to [Yes. The light
Shadow 3.] recall the Lesson from the flashlight
5. Tell the learners to Language Practice part is white and the
answer guide questions of the lesson. light on the wall is
4 to 6 and to share the same color as
their answers.
8
 DAY 1 DAY 2 DAY 3 DAY 4
Q4. As you move the 8. Ask, “What other word the colored
flashlight from can we use for cellophane.]
Positions 1 to 3, 'bounce'?” [Reflect] Q4. Was the color of
how does the 9. Ask the learners to use light that passed
shadow of the ping the word “reflect” to through each
pong ball change? describe what colored
[The shadow happened to the light cellophane the
became shorter when it was pointed at same as the color
and smaller.] a mirror. [The light of the cellophane?
Q5. When the from the flashlight was [Yes.]
flashlight was held reflected by the mirror Q5. What will you
at the left side of to the cardboard, or observe if you
the ping pong ball, the light bounced off change the
where did you find the mirror to the cellophane to
its shadow? [The cardboard.] green? Or orange?
shadow is found [If we change the
on the right side of cellophane to
the ping pong green, the light on
ball.] the wall will be
Q6. If you move the colored green.
flashlight to the Same with orange
right side of the cellophane, the
ping pong ball, light that will pass
where can you find through will be
its shadow? [The colored orange.]
shadow can be
found on the left
side of the ping
pong ball.]
6. Highlight the idea that
shadows are always
formed on the opposite
side of the light source.

9
 DAY 1 DAY 2 DAY 3 DAY 4
(Time: 10 minutes) (Time: 10 minutes) (Time: 10 minutes) (Time: 10 minutes)
1. Tell the learners to 1. Tell the learners to 1. Tell the learners to do 1. Tell the learners that
answer guide questions answer guide question Steps 7-16, wherein white light is made up
7-9. They will predict 4. they will shine the of different colors. Tell
the appearance and Q4. What other objects flashlight on a jar filled the learners we
location of the shadow can you use to with clear water and sometimes see all the
of the ping pong ball replace the mirror another filled with a colors that make up
when the flashlight is in the activity? mixture of water and white light when we
held at Positions 4, 5, Explain your baking powder. see a rainbow.
and 6 in the answer. [Accept all 2. Ask the learners to 2. Tell the learners that
illustrations. possible answers. answer guide the light from the
Q7. If you held the Any object with a questions 5-9 flashlight is like the
flashlight at shiny surface.] Q5. In which material, light from the sun. It is
Position 4 as Jar A (clear water) also made up of
shown in the Activity: Light Relay or Jar B (cloudy different colors.
Deepening Understanding
illustration, where 2. Using small mirrors, water), allowed 3. Tell the learners to
of the Key Idea/Stem
can you find the instruct a team of 3 light to pass recall what they
shadow of the learners to direct a lit through? [Both observed when the
object? What flashlight to an object materials allowed flashlight shone on the
would it look like? in their classroom. The light to pass red cellophane. They
Draw the expected learners should hold through them. observed that the light
shadow on the the mirrors against Q6. Was there a that passed through
illustration. their stomachs with difference in the was colored red.
the shiny side facing light that passed 4. Ask, “What happened
Sample Expected outward. They will be through each to the other colors of
Answer: positioned at random material? If yes, light? [The other colors
fixed locations in front how are they did not pass through
of their classroom. The different? [Yes. the cellophane, or they
learners are only The light that were blocked.]
allowed to rotate their passed through 5. Ask the learners to
bodies in their fixed the clear water answer guide question
locations to pass the was brighter and 6.
reflected light to their clearer compared Q6. What happens
teammates. The to the light that when light hits a
teacher will point the passed through colored
flashlight at one the cloudy water, translucent
student, who should material like
10
 DAY 1 DAY 2 DAY 3 DAY 4
Q8. If you held the reflect the light to which was blurry cellophane?
flashlight at another classmate, and dimmer.] [When light hits a
Position 5 as who in turn should Q7. What does this tell colored
shown in the reflect the light to the us about the cellophane, the
illustration below, target object. The amount of light light that passes
where can you find teacher should make that passes through has the
the shadow of the sure to remind the through each same color as the
object? What learners not to direct material? [The cellophane.]
would it look like? the reflected light to amount of light 6. Tell the learners that
Draw the expected the faces of the other that passes the cellophane acts
shadow on the learners in the through each like a filter of light,
illustration. classroom. material is allowing only one color
3. Allow the learners to different.] of light to pass
Sample Expected try the activity until Q8. Which material through. This is
Answer: they can accomplish (clear water or similar to sunglasses,
the task before cloudy water) which filter the light
proceeding. allowed a greater that passes through
4. Ask, “How did you amount of light to them and reaches our
know how to position pass through it, eyes.
each mirror properly?” and why? [The
[Answers may vary.] clear water
5. Ask, “If you were not allowed more light
given a mirror, what to pass through it
Q9. If you held the other objects can you compared to the
flashlight at use to complete the cloudy water.]
Position 6 as task? [Accept all Q9. How are
shown in the possible answers.] transparent and
illustration below, 6. Ask, “What is common translucent
where can you find among all these materials
the shadow of the objects?” [All the different?
object? What objects are shiny.] [Transparent
would it look like? 7. Ask, “What happens materials allow
Draw the expected when light hits a shiny most or all the
shadow on the object?” [Light is light to pass
illustration. reflected when it hits a through, while
shiny surface.] translucent
materials allow a
11
 DAY 1 DAY 2 DAY 3 DAY 4
Sample Expected 8. Tell the learners that small amount of
Answer: the property of light to light to pass
be reflected when it through.]
hits a shiny surface is 3. Tell the students to
called “Reflection”. study the wax paper
and cloudy water
carefully.
4. Ask, “Why do you
think the light that
passes through these
materials is dim and
2. Tell the learners to blurry?”
answer guide 5. To answer the guide
questions 10-11. question, ask the
Q10. How did you students to shine the
know where the flashlight through the
shadow would cloudy water. Tell the
appear and what learners to look at how
it would look like light travels through
even if you did the cloudy water. Ask
not see it? [Since them to describe what
Positions 4 and 6 they see. [The learners
have the same should be able to state
distance from that the light is
the object as scattered in the cloudy
Positions 3 and water, which causes
1, then the the light that passes
shadows formed through it to be dim
should be similar and blurry.]
in appearance 6. Ask, “How can you
but located in identify if a material is
the opposite transparent,
direction.] translucent, or
Q11. How does the opaque? [If the light
position of the that passes through is
light source clear and bright, then
affect the size the material is
12
 DAY 1 DAY 2 DAY 3 DAY 4
and shape of the transparent. If the
shadow formed? light that passes
[As the light through is dim and
source is moved blurry, then the
from one side of material is
the object to its translucent. And if no
top, the shadow light passes through
formed becomes the material, then it is
smaller in size. opaque.]
The shape of the 7. Tell the learners to
shadow also name some examples
changes.] of transparent,
translucent, and
opaque materials.
[Accept all possible
answers.]
After/Post-Lesson Proper
(Time: 5 minutes) (Time: 3 minutes) (Time: 8 minutes) (Time: 6 minutes)
1. Ask the learners, 1. Ask the learners to 1. Present images of the 1. Show the learners the
“When do you see state what they have following objects and images of colored
more of your shadow, learned in the lesson. ask the learners to sunglasses below.
at sundown or noon [When light hits a classify these into
time?“. [Sundown] shiny object like a transparent and
2. Ask the learners to mirror, it is reflected or translucent objects:
raise their hands if bounces off the object. ● Eyeglasses
Making Generalizations their answer is This property of light is ● Sunshades
and Abstractions sundown or noontime. called “Reflection”.] ● Tissue paper
They are expected to ● Parchment paper Source:
be able to correctly ● Clear drinking [Link]
answer, “sundown”. glasses k/blog/best-lens-
3. Have learners describe ● Clear plastic bags color-for-sunglasses
what their shadows ● Colored plastic
would be like at bags 2. Ask, “If the light was
sundown and ● Colored pointed at each pair of
noontime using their cellophane colored sunglasses,
observations in the what would be the
13
 DAY 1 DAY 2 DAY 3 DAY 4
activity. [Their shadow 2. Ask, “What is the color of light that
at sundown would be difference between would pass through
longer in appearance transparent and each? [Answers may
compared to their translucent objects?” vary depending on the
shadow at noontime.] [Transparent objects color of the pair of
allow all the light that colored sunglasses. If
hits them to pass the sunglass is green,
through, while the light that would
translucent objects pass through is green.]
allow some of the light
to pass through.]
(Time: 8 minutes) (Time: 10 minutes) (Time: 5 minutes) (Time: 5 minutes)
Assessment: Assessment: Assessment: Assessment:
1. Study the illustration 1. Study the following Your parents are deciding Read and answer the
of Miko at different illustrations of two whether to use clear or following.
times of day: A, B, C, flashlights pointed at a frosted windows in your 1. Imagine you are an
D, and E. Read and mirror. Can you house. As a science interior decorator and
answer the following describe what happens student, your client is the local
questions. to the light when the 1. can you describe to chapel in your
flashlight is switched them what happens barangay. The priest
on? when light hits each wants large glass
kind of window? windows to allow more
a. mirror 2. which kind of window light in during the day.
Evaluating Learning
would you recommend But, he wants bright
to your parents? colors of light, such as
green, yellow, and
Answers: orange, to be seen
2. When the sun is at 1. The clear glass window inside by the
point A, what can you is a transparent object, churchgoers. Explain
say about the size and while the frosted glass how you will complete
shape of Miko’s flashlight window is a translucent your job.
shadow? object. When light hits 2. Your mother wears
3. When the sun is at a transparent object, eyeglasses which can
point D, what can you the light completely filter blue and violet
say about the size and passes through it, so light. As a science
the light is brighter and student, she asked

14
 DAY 1 DAY 2 DAY 3 DAY 4
shape of Miko’s b. clearer. Only a portion you to explain how
mirror
shadow? of the light that hits a this works. What will
4. When the sun is at translucent object can you tell her?
point C, what can you pass through it. So, the
say about the size and light is dimmer. Answers:
shape of Miko’s 2. It depends. If the 1. To see green, yellow,
shadow? parents want the house and orange light inside
5. At what other position to be bright and well-lit the chapel during the
of the sun is Miko’s during the day, they day, the large chapel
flashlight
shadow like his should use a clear glass windows should use
shadow when the sun 2. If you use cardboard to window. If they don't glass with these colors.
is at point A? see the reflected light, want the house to be 2. When eyeglasses filter
6. At what other position where should you place too bright during the blue and violet light, it
of the sun is Miko’s it? Draw the location of day, they should use a stops these colors from
shadow like his the screen on the frosted glass window. passing through to
shadow when the sun illustrations. your eyes. So, these
is at point B? glasses protect your
the smallest possible Answers: eyes from these colors.
1. The light bounces off
Answers: the mirror or is
1. His shadow is long and reflected.
large when the sun is 2. Drawing of the
at point A. possible location of the
2. His shadow is shorter cardboard
and smaller when the
sun is at point B.
3. His shadow is the a.
smallest when the sun
is at point C.
4. At point E
5. At point D

15
 DAY 1 DAY 2 DAY 3 DAY 4
b.

Additional Activities for

Application or
Remediation (if applicable)

Remarks
Reflection

Prepared by: Reviewed by: Approved by:

________________________ ________________________ ________________________

Subject Teacher Master Teacher/Head Teacher School Head

16