Topic/Title Properties of Light

Grade Level Grade 4

Time Allotment 60 minutes
Learning objectives:
At the of the lesson, pupils should be able to:
a. identify transparent, translucent and opaque materials;
b. describe what happens when light hits an opaque and transparent material; and
c. investigate the different properties of light.
Material and assessment tool
Preliminary Activities (5mins.)
1. Prayer
 The teacher will designate a pupil to lead the opening prayer.

2. Checking of Attendance
 The teacher will download the list of attendance.

3. Checking of Assignment
 The teacher tells the pupils that she already checked their
assignments.

4. Review
 The teacher will ask the pupils if they remember the lesson
discussed yesterday. Then, the teacher will ask several questions
about the lesson to check the pupils’ understanding.

ELICIT (Access prior knowledge) (5mins.)

The teacher will access prior knowledge of the pupils by answering the PowerPoint Presentation
following questions. In this activity, the pupils will be asked whether the
following statement is fact or bluff. Fact or Bluff

FACT 1. Light and sound travel in waves.

FACT 2. The bouncing of light is called reflection.
FACT 3. Light bends as it hits an opaque material.
FACT 4. Shiny objects reflect more light than dull objects.
BLUFF 5. The more energy, the softer the sound produced.
FACT 6. Sound bounces back when it hits a hard material.
FACT 7. Light can be separated into 7 different bands of colors.
BLUFF 8. The sound that can be heard by a person has no
limits.
FACT 9. The sound heard by a person is due to the vibration of an
object.
BLUFF 10. Reflection of light can only be demonstrated by
mirrors and shiny objects.

ENGAGE (Get the students’ minds focused on the topic) (10mins.)

The teacher will engage the pupils through an activity called “To Pass or PowerPoint Presentation
Not to Pass”. In this activity, the pupils will be needed to bring
flashlight, cardboard, glass slab, book, glass with water, and To Pass or Not to Pass
cloth.

What to do:
1. Hold the flashlight and turn it on.
2. At 10cm from the flashlight, try to block the flashlight with
the following materials one at a time:
cardboard, glass slab, book, glass with water, cloth.

3. Observe what happens to the beam of light each time. Write the
observations in the table below.

Materials What happens to

light?
Cardboard
Book
 Glass slab
Glass with water
Thick cloth

Guide Questions:
1. Which materials allowed light to pass through? How are they
the same?
2. Which materials did not allow any light to pass through? How
are they the same? What do you think will happen to light?
3. What happened to light as it passed through the cloth?
4. What does this say about light?

Answer Key:

Materials What happens to

light?
Cardboard Did not pass through
Book Did not pass through
Glass slab Passed through
Glass with water Passed through
Thick cloth Some light passed
through
EXPLORE (Provide students with a common hands-on experience) (12mins.)
The teacher and pupils will conduct two hands-on activities. MS Teams

Activity 1: Bouncing Light

What the pupils need: Laser pointer or flashlight and a mirror

What to do:
1. Aim the laser pointer or flashlight at an angle to the center of
the mirror just like the picture below.

Note: Do not aim the laser pointer to your eyes or somebody’s

eyes because it can cause harm.

2. Draw what happens to the light after it hits the mirror.

Guide Questions:
1. What happens to light after it hits the mirror?
2. What does it say about light?

Activity 2: The Broken Pencil

What the pupils need: Transparent glass, pencil, and water

What to do:
1. Get a transparent glass
half-filled with water.
2. Place a pencil inside the glass
of water. Observe how the pencil
would look like from the top and
from the side of the glass.
3. Remove the pencil out of the water. Compare the
pencil before and after removing the pencil outside of the glass
of water.

Guide Questions:
1. What happens to the pencil when you look at it from the top
of the glass?
2. What happens to the pencil when you look at it from the
side of the glass?
3. What is the difference when you look at the pencil from the top
and from the side of the glass?
4. Is there a difference between the way it looks inside the
glass of water and outside the glass of water?
5. What does this say about light when it passes through
different materials or sets of medium?
EXPLAIN (Teach the concept. Should include interaction between teacher (10mins.)
and pupils)
The teacher will explain the properties of light. PowerPoint Presentation

 Light is a form of energy. We use energy in our daily activities. Ask them to give examples of
Light plays a vital role in our everyday lives. It guided us reflection and refraction
throughout the day. It helps us to see and enjoy the beauty around
us.

What happens to light when it hits a material?

 Some materials will allow light to pass through them thus

you can clearly see through that object. They are classified as
transparent materials.

 Some materials will allow some light to pass through

while the remaining light will scatter. These are
translucent materials, and you can usually see fuzzy or
unclear images through this kind of materials.

 Some materials do not allow light to pass through them.

These materials are called opaque materials. As they
blocked any light from passing through them, you cannot
see on the other side of the material.

Transparent Glass of water Block of wood

window

What happens to light on the surface of the material?

 When light strikes a very smooth opaque surface, light

bounces back in the same direction. The way light bounces
back are very much similar to the way a ball bounces back
on a hard smooth surface.
Light behaves in the same way when it hit the mirror
which has a very smooth surface. Light bounces off at
the same angle that it struck the mirror. This bouncing
of light is called reflection.

What happens to light when it passes through different materials?

 Refraction is the bending of light as it travels from one type of

material to another like from air to water.
  Light waves also pass-through certain materials like magnifying
glass or different kinds of lenses and refract. This makes the objects
seen in the magnifying glass and lenses looked different.

ELABORATE (Students apply the information learned in the Explain (10mins)

through doing more activities)
A. Pupils will identify whether the following objects are transparent, PowerPoint Presentation
translucent, and opaque. (Part I)
B. Pupils will determine whether light will reflect or bend when it hits Virtual hand
the following materials. (Part II)
C. Pupils will raise their hand if they want to answer.

Part I. What materials I am?

Part II. Reflect or Bend?

1. mirror -
2. spoon -
3. straw in water -
4. magnifying glass -
5. prism -

Answer Key:

Part I.
1. Transparent
2. Opaque
3. Transparent
4. Opaque
5. Translucent
6. Translucent

Part II.
1. Reflect
2. Reflect
3. Bend
4. Bend
5. Bend

Generalization:
 The materials discussed earlier are transparent, translucent, and
opaque.
 The difference between reflection and refraction.
 Transparent materials allow light to pass through them and you can
clearly see through that object.
 Translucent materials allow some light to pass through while the
 remaining light will scatter.
 Opaque materials do not allow light to pass through them.
 Reflection is when light bounces off an object.
 Refraction is the bending of light as it travels from one type of
material to another like air to water.

EVALUATE (Assess the learners’ understanding of the topic) (5mins.)

 A short quiz will be given to the pupils through google forms. Google forms
 The teacher will send the link of the quiz to the meeting chat box.

Direction: Choose the letter of the correct answer.

1. It is the bouncing of light on the smooth surface of an object.
a. diffusion
b. reflection
c. refraction
d. vibration

2. What do you call the bending of light as it passes through

different media?
a. diffraction
b. diffusion
c. reflection
d. refraction

3. What happens when light meets a thick dark-colored surface?

a. Light is refracted.
b. Light travels faster.
c. Light passes through it.
d. Light is blocked or obstructed.

4. What happens when you focus a pen light through a hole?

a. Light becomes brighter.
b. Light changes direction.
c. Light passes through the hole.
d. Light is blocked or obstructed.

5. When light travels from air to glass its speed .

a. increases
b. decreases
c. remains the same
d. increases then decreases

6. What happens to light when a coin appears bigger when you

look at it through a hand lens?
a. absorbed
b. reflected
c. refracted
d. stopped

7. Why does a person standing waist-deep in a swimming pool

appear to have short legs?
a. Light is refracted.
b. Light is reflected.
c. Light is absorbed.
d. Light is absorbed and reflected.

8. What do you call an object where light cannot pass through?

a. invisible
b. opaque
c. translucent
d. transparent

9. It is an object that is cloudy and only allows part of the light

to pass through.
a. invisible
b. opaque
c. translucent
d. transparent

10. These are materials which allow light to pass through.

a. invisible
b. opaque
c. translucent
 d. transparent

Answer Key:
1. b
2. d
3. d
4. c
5. b
6. c
7. a
8. b
9. c
10. d

EXTEND (Deepen conceptual understanding through use in a new (3mins.)

context, transfer the learning in practical application)
 The pupils will complete the sematic web below by listing the MS Teams
properties of light in the surrounding boxes.
 The pupils will take a photo of their works and pass it through MS Semantic Web
teams.

WHAT ARE
THE
PROPERTIES
OF LIGHT?

REFERENCES
https://drive.google.com/drive/u/0/mobile/folders/1buptqOTga4E3jCbqUZmjwe1dM37IbJ0w?usp=sharing

Abutay, L., Bonao, D., Crucis, E., Eslabra, J., Gramaje, E., Guadamor, M., Hernandez, A., Ilagan, L., Llamera, F.,
Manawatao, R., Panganiban, H., Rojo, J., Tosco, R., & Zape
J. (2015). Science grade 4: Learner’s material (1st ed., pp 253-276). Department of Education.

Abutay, L., Bonao, D., Crucis, E., Eslabra, J., Gramaje, E., Guadamor, M., Hernandez, A., Ilagan, L., Llamera, F.,
Manawatao, R., Panganiban, H., Rojo, J., Tosco, R., & Zape
J. (2015). Science grade 4: Teacher’s guide (1st ed., pp 207- 232). Department of Education.

Nuenez, R. B. (2011). Soft or Loud. In Supplementary material in elementary science grade V. Department of
Education. https://lrmds.deped.gov.ph/