8

Lesson Exemplar Quarter

Quarter
Lesson 14
1
Lesson

for Science 7

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 8
Quarter 4: Lesson 7 of 8 (Week 7)
SY 2025-2026

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2025-
2026. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain
permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over
them.

Development Team
Writer:
 Donna Marie DM. Gonong, PhD (Philippine Normal University)

Reviewed and Revised:

 Alfons Jayson O. Pelgone, PhD (Philippine Normal University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
SCIENCE (PHYSICS)/QUARTER 4/ GRADE 8

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Scientists and engineers analyze forces to predict their effects on movement.
Standards

B. Performance By the end of the Quarter, learners employ scientific techniques, concepts, and models to investigate forces and
Standards motion and represent their understanding using scientific language, force diagrams, and distance-time graphs. They
use their curiosity, knowledge and understanding, and skills to propose solutions to problems related to motion and
energy. They explore how modern technologies might be used to overcome current global energy concerns.

C. Learning Carry out guided investigations to describe and illustrate the reflection of light using plane and curved mirrors and the
Competencies refraction of light using transparent blocks, lenses, and prisms with examples from everyday applications.
and Objectives Lesson Objective 1: state and verify the law of reflection
Lesson Objective 2: determine the characteristics of images formed by a plane, concave and convex mirrors
Lesson Objective 3: make ray diagrams following the law of reflection to locate the image.

D. Content Reflection of Light

a. Law of Reflection: The angle of incidence is equal to the angle of reflection.

Image Source: brainly.in

b. The image formed by a plane mirror is always upright, virtual and same size as the object.
The image formed by a convex mirror is always upright, virtual and smaller while the image formed by a concave
mirror varies depending on the distance of the object from it.

E. Integration Real world applications of reflection of light

II. LEARNING RESOURCES

1
The Physics Classroom. (n.d.). Rocket Sled Interactive. Retrieved from The Physics Classroom
https://www.physicsclassroom.com/Physics-Interactives/Reflection-and-Mirrors/Optics-Bench/Optics-Bench-Interactive
University of Colorado Boulder, licensed under CC-BY-4.0. (n.d.). Simulation by PhET Interactive Simulations.
https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html
University of Colorado Boulder, licensed under CC-BY-4.0. (n.d.). Simulation by PhET Interactive Simulations.
https://phet.colorado.edu
https://hi-static.z-dn.net/files/dc8/d36c78f30a5f087b6cd59d2a03933681.jpg
http://boson.physics.sc.edu/~rjones/phys153/Mirror1.jpg
https://cdn.shopify.com/s/files/1/0473/7168/1945/products/product-image-1412487688_1024x1024.jpg?v=1609179085
https://saundersonsecurity.co.uk/media/catalog/product/cache/4/image/600x/040ec09b1e35df139433887a97daa66f/m/1/m18021a_07_4.jpg
https://images.twinkl.co.uk/tw1n/image/private/t_630/u/ux/shadows_ver_1.png
https://pressbooks.bccampus.ca/collegephysics/wp-content/uploads/sites/29/2016/04/Figure-26_02_06.jpg

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 The teacher should encourage the

Knowledge Images and Path of Light learners to observe and describe
Activity 1. the picture.
Analyze the different pictures provided. Encourage students to observe and
describe what they see, paying attention to the path and behavior of light. See Learning Activity Sheet:
Use the learning activity sheet for this activity (see page 1). Activity #1: Images and Path of
Light
KEY to Activity 1.
Ask student volunteers to discuss
and explain their observations.
Situation 1 Shadow was formed when light hits an opaque Connect their observations to the
object. behavior of light. Then, facilitate
a class discussion to process their
Situation 2 A bigger image is observed using a dental observations.
mirror.
KEY to Guide Questions
Situation 3 You can see a wider view and smaller images 1. Light cannot pass through an
in a convenience store. opaque barrier which results in
the formation of the shadow.
Situation 4 You can see your reflection in front of a This indicates that light travels
mirror, and you don’t need a big mirror to see in a straight-line path.
your full image. 2. The image formed depends on

2
 Note: choose photo not showing the light rays the kind of mirror used and the
object’s location from the
mirror.
3. Based on the illustration, the
minimum length of the mirror
for you to see your full image is
just half your size.

B. Establishing 1. Lesson Purpose On the day of the activity, the

Lesson Purpose Activity 2. teacher may divide the class into
Use the learning activity sheet for this activity (see page 2). groups to perform this simple
activity.
KEY to Activity 2 Guide Questions
1. Smooth surfaces produced clearer images See Learning Activity Sheet:
2. Different reflecting surfaces formed different kinds of images. Flat surfaces produced Activity #2: Images Formed by
the same images while the images produced by curved surfaces vary depending on the Reflecting Surfaces
object's distance from the surface.
The teacher may consider
2. Unlocking Content Area Vocabulary conducting a simple interactive
discussion to know the learners’
Activity 3.
reflections related to activity 2.
See Learning Activity Sheet: Activity #3: Reflect Vocabulary (see page 4). The teacher can ask for volunteers
to share their observations and
KEY to Activity 3: answers to guide questions.

The learner should answer this

unlocking activity before the
interactive discussion. The
teacher may explain further the
meaning of the different terms/
vocabulary.

C. Developing and SUB-TOPIC 1: Reflection of Light in Plane Mirror Note to Teacher:

After the activity, the teacher will

3
Deepening 1. Explicitation facilitate the discussion about the
Understanding Activity 4. Law of Reflection.
Set up a simple demonstration following the instructions below. Introduce the
concepts of incident ray, reflected ray, and the normal line. Then, let the See Learning Activity Sheet:
learners explore the activity about the Law of Reflection. Activity #4: Law of Reflection
Use the learning activity sheet for this activity (see page 5).
The teacher’s role is to facilitate
the discussion while learners
KEY to Activity 4: actively engage / participate in
Table: Answers may vary. (Note: Angle of incidence = Angle of reflection) doing the following tasks in the
Guide Questions: worked example:
1. The angle of incidence is always equal to the angle of reflection. 1. Use the Law of Reflection to
2. The law of reflection states that the angle of incidence is equal to the angle of make incident and reflected
reflection. rays
3. The angle of incidence and reflection is equal to zero. 2. Locate the image formed by a
plane mirror.
3. Measure the distance and size
of the object and image
DAY 2 formed (in cm).
2. Worked Example 4. Describe the characteristics of
Pre-activity: Image Formation by a Plane Mirror an image formed as real or
Using the PhET interactive simulation, demonstrate the law of reflection in virtual, inverted or upright,
terms of image formation by a plane mirror. smaller, larger or same size.
The teacher should encourage the
learners to think how they can
make ray diagrams using the Law
of Reflection to determine the
location of the image formed in
front of a plane mirror.

Ask a volunteer to use a ruler to

measure the size of the object and
its distance from the plane mirror.

Ask another volunteer to use a

protractor to measure the angle of
Link: phet.colorado.edu incidence and angle of reflection.
Based on the measured angle, ask
1. A 60 cm object is 80 cm in front of a 2. Using the Law of Reflection, the first
another volunteer to state the Law
4
 plane mirror incident and reflected rays are along of Reflection.
the normal line. Thus, the angle of
incidence and reflection is zero. The teacher should only facilitate
the learning process by
encouraging more volunteers to do
the remaining tasks:
1. extend the reflected rays
2. draw the image
3. measure the size and distance of
the image from the plane mirror.
4. compare the size of the image
and the object
5. compare the distance of the
image and the object.
6. determine the characteristics of
an image formed by a plane
3. Another incident and reflected rays 4. Check if the reflected rays will
mirror: erect or inverted, real or
were created applying the Law of intersect in front of the mirror. If not, virtual, diminished, maximized or
Reflection. Using a protractor, the extend the reflected rays behind the same in size.
angle of incidence and reflection is 36 mirror using dashed lines. The
degrees. intersection of at least two reflected You may ask learners to reflect
rays will be the tip of the image. about the topic, if they really
understood the process of Image
Formation by a Plane Mirror.

Learners will first answer the

provided worksheet before the
short interactive discussion
facilitated by the teacher in order
to assess their understanding
about the topic.

3. Activity See Learning Activity Sheet:

Activity 5. Activity #5: Image Formation by
Use the learning activity sheet for this activity (see page 7). a Plane Mirror
This can be done individually, by
KEY to Activity 5: pair, or by group.

5
 d o =¿ 110 cm
The teacher may emphasize the
d i=¿-110 cm tasks of the learners in this virtual
so =¿ 20 cm activity such as determine the ff.:
si=¿ 20 cm 1. Use the Law of Reflection to
make incident and reflected
Characteristics of
Image Formed: rays
same size, 2. Locate the image formed by a
upright, & virtual plane mirror.
image
3. Measure the focal length,
d =¿ 240 cm
o distance and size of the object
d i=¿-240 cm and image formed (in cm).
so =¿ 50 cm 4. Describe the characteristics of
an image formed as real or
si=¿ 50 cm virtual, inverted or upright,
Characteristics of smaller, larger or same size.
Image Formed:
same size, upright
& virtual image KEY to Activity 5 Guide
d o =¿ 200 cm Questions
1. To locate the image formed by
d i=¿ - 200 cm a plane mirror, there must be
so =¿ 40 cm at least two intersecting
si=¿ 40 cm reflected rays. The intersection
Characteristics of of these reflected rays indicates
Image Formed: the tip of the image. If the
same size, reflected rays do not intersect
upright, & virtual
image
in front of a plane mirror, it
can be extended behind the
d o =¿40 cm mirror.
d i=¿-40 cm 2. The image formed by a plane
so =¿ 30 cm mirror is always upright, SAME
in SIZE and VIRTUAL. The
si=¿ 30 cm distance of the object is the
Characteristics of
Image Formed:
same as the distance of the
same size, image and it is formed behind
upright, & virtual the mirror.
image

DAY 3 See Learning Activity Sheet:

SUB-TOPIC 2: Reflection of Light in Concave Mirrors Activity #6: Law of Reflection in
6
 Concave Mirror

1. Explicitation Notes to Teacher:

Set up a simple demonstration following the instructions below. Let the learners After the activity, the teacher will
explore the activity about the Law of Reflection in Concave mirrors. facilitate the discussion about the
Activity 6. Law of Reflection in Concave
Use the learning activity sheet for this activity (see page 9). Mirror

The teacher’s role is to facilitate

KEY to Activity 6: the discussion while learners
Table: Answers may vary. (Note: Angle of incidence = Angle of reflection) actively engage / participate in
Guide Questions: doing the following tasks in the
1. The angle of incidence is the same as the angle of reflection (law of reflection). worked example:
2. The angle of reflection is zero degree since the incident ray is along the optical/ 1. Use the Law of Reflection to
principal axis. The optical axis is also along the normal line of the concave mirror. make incident and reflected
rays
2. Worked Example 2. Locate the image formed by a
Pre-activity: Image Formation by a Concave Mirror concave mirror.
Using the PhET interactive simulation, demonstrate the law of reflection in terms 3. Measure the distance and size
of image formation by a concave mirror. of the object and image
formed (in cm).
4. Describe the characteristics of
image formed as real or
virtual, inverted or upright,
smaller, larger, or same in
size.

The teacher should encourage the

Link: https://phet.colorado.edu/sims/html/geometric-optics/latest/geometric-optics_all.html learners to think how they can
make ray diagrams using the Law
How can we determine the location of the image formed by a concave mirror? of Reflection to determine the
What are the characteristics of the image formed? location of the image formed in
front of a concave mirror.
1. A 60 cm object is placed 130 cm in 2. Using the Law of Reflection, make Ask a volunteer to use a ruler to
measure focal length of the mirror,
front of a concave mirror. The focal incident and reflected rays.
the size of the object and its
length, which is half of the radius of distance from the concave mirror.
curvature is 130 cm.
Ask another volunteer to make a
normal line and use a protractor to

7
 measure the angle of incidence
and angle of reflection in order to
verify the law of reflection.

Based on the measured angle, ask

another volunteer to state the Law
of Reflection.

The teacher should only facilitate

3. Using the protractor, the measured 4. The angle of incidence is equal to the learning process by
angle is 13 degrees. the angle of reflection. encouraging more volunteers to do
the remaining tasks:
1. extend the reflected rays
2. draw the image
3. measure the size and distance of
the image from the plane mirror.
4. compare the size of the image
and the object
5. compare the distance of the
image and the object.
6. determine the characteristics of
image formed by a plane mirror:
upright or inverted, real or virtual,
smaller, larger or same in size.

See Learning Activity Sheet:

Activity #7: Image Formation by
a Concave Mirror

You may ask learners to reflect on

the topic, if they really understood
the process for the Image
3. Lesson Activity Formation by a Plane Mirror.
Activity 7.
Use the learning activity sheet for this activity (see page 11). Learners will first answer the
provided worksheet before the
KEY to Activity 7.7 Ray Diagrams short interactive discussion
f =¿ 75 cm facilitated by the teacher in order
d o =¿ 40 cm to assess their understanding

8
 about the topic.
d i=¿ -90 cm
so =¿ 30 cm This can be done individually, by
si=¿ 68 cm pair, or by group.
Characteristics of
Image Formed: Larger, The teacher may emphasize the
upright, & virtual image tasks of the learners in this virtual
activity such as determine the ff.:
1. Use the Law of Reflection to
make incident and reflected
f =75 cm rays
d o =¿185 cm 2. Locate the image formed by a
d i=278 cm concave mirror.
3. Measure the focal length,
so =¿ 50 cm distance and size of the object
si=¿ -67 cm and image formed (in cm).
Characteristics of 4. Describe the characteristics of
Image Formed: same an image formed as real or
size, upright, & virtual
image virtual, inverted or upright,
f =¿ 75 cm smaller, larger or same in
size.
d o =¿ 40 cm
d i=¿ 103 cm Note to Teacher:
so =¿ 40 cm If possible, provide several setups
for all groups.
si=¿-16 cm
Characteristics of
Image Formed:
After the activity, the teacher will
Smaller, inverted & facilitate the discussion about the
real image Law of Reflection in Concave
f =¿ 110 cm Mirror
d o =¿ 220 cm
d i=¿ 220 cm
so =¿ 20 cm
si=¿ -20 cm
Characteristics of
Image Formed: same
size, inverted, & real
image

9
Guide Questions: See Learning Activity Sheet:
1. To locate the image formed by a concave mirror, there must be at least two intersecting Activity #8: Images of a Convex
reflected rays. The intersection of these reflected rays indicates the tip of the image. If Mirror
the reflected rays do not intersect in front of a concave mirror, it can be extended
behind the mirror.
2. The image formed by a concave mirror depends on the distance of the object. For
example, the image is upright, larger and virtual if the object is less than the focal
length. The image is the same in size, inverted and real if the distance of the object is
the same as the focal length.

Image Source: sathee.prutor.ai

The teacher’s role is to facilitate

DAY 4 the discussion while learners
actively engage / participate in
SUB-TOPIC 3: Reflection of Light in Convex Mirrors
doing the following tasks in the
1. Explicitation worked example:
Activity 8. 1. Use the Law of Reflection to
Use the learning activity sheet (see page 14). make incident and reflected
KEY to Activity Location of the Characteristics of the rays
8Distance of the Object image image 2. Locate the image formed by a
30 cm Behind the mirror Virtual, upright, smaller convex mirror.
25 cm Behind the mirror Virtual, upright, smaller 3. Measure the distance and size
of the object and image
20 cm Behind the mirror Virtual, upright, smaller
formed (in cm).
15 cm Behind the mirror Virtual, upright, smaller 4. Describe the characteristics of
10 cm Behind the mirror Virtual, upright, smaller image formed as real or
virtual, inverted or upright
Guide Questions: smaller, larger or same in
1. The image formed by a convex mirror is always upright, virtual and. smaller. size.
2. Anywhere you place the object in front of a convex mirror, you cannot produce
a larger image. The teacher should encourage the
3. Image is formed from the intersecting reflecting rays behind the convex mirror. learners to think how they can
make ray diagrams using the Law
of Reflection to determine the
2. Worked Example location of the image formed in
Pre-activity: Image Formation by a Convex Mirror front of a convex mirror.
Using the PhET interactive simulation, demonstrate the law of reflection in terms
of image formation by a convex mirror. Ask a volunteer to use a ruler to

10
 measure focal length of the mirror,
the size of the object and its
distance from the convex mirror.

Ask another volunteer to draw a

normal line and use a protractor to
measure the angle of incidence
and angle of reflection in order to
verify the law of reflection.

Link: phet.colorado.edu Based on the measured angle, ask

another volunteer to state the Law
of Reflection.
How can we determine the location of the image formed by a convex mirror? What
are the characteristics of the image formed? The teacher should only facilitate
Using the Law of Reflection, make incidents and reflected rays. the learning process by
encouraging more volunteers to do
1. 30 cm object is placed 185 cm in front 2. Using the Law of Reflection, make the remaining tasks:
of a convex mirror. The focal length which incident and reflected rays. 1. extend the reflected rays
is half of the radius of curvature is 75 cm. 2. draw the image
3. measure the size and distance of
the image from the plane mirror.
4. compare the size of the image
and the object
5. compare the distance of the
image and the object.
6. determine the characteristics of
image formed by a plane mirror:
upright or inverted, real or virtual,
smaller, larger or same size.
3. The angle of incidence is equal to the angle of reflection.
You may ask learners to reflect
about the topic, if they really
understood the process for the
Image Formation by a Plane
Mirror.

Learners will first answer the

provided worksheet before the
short interactive discussion

11
1. Lesson Activity facilitated by the teacher in order
Activity 9. to assess their understanding
See Learning Activity Sheet: Activity 9: Image Formation by a Convex Mirror about the topic.
(see page 15).
This can be done individually, by
pair, or by group.
f =¿ 75 cm
d o =¿ 40 cm The teacher may emphasize the
d i=¿ 103 cm tasks of the learners in this virtual
activity such as determine the ff.:
so =¿ 40 cm
1. Use the Law of Reflection to
si=¿-16 cm make incident and reflected
Characteristics of rays
Image Formed:
Smaller, inverted &
2. Locate the image formed by a
real image concave mirror.
f =¿ 75 cm 3. Measure the focal length,
distance and size of the object
d o =¿ 40 cm and image formed (in cm).
d i=¿ 103 cm 4. Describe the characteristics of
so =¿ 40 cm an image formed as real or
virtual, inverted or upright,
si=¿-16 cm
smaller, larger, or same in
Characteristics of
Image Formed: size.
Smaller, inverted &
real image
f =¿ 75 cm
d o =¿ 40 cm
d i=¿ 103 cm
so =¿ 40 cm
si=¿-16 cm
Characteristics of
Image Formed:
Smaller, inverted &
real image
f =¿ 75 cm
d o =¿ 40 cm
d i=¿ 103 cm
so =¿ 40 cm

12
 si=¿-16 cm
Characteristics of
Image Formed:
Smaller, inverted & real
image

D. Making 1. Learners’ Takeaways To make generalization of the

Generalizations Complete the table for the characteristics of images formed by a plane, lessons learned, the teacher
concave and convex mirror. may call volunteers to complete
the table about the different
images formed by a plane,
Type of Size of the Location of the concave and convex mirror.
Characteristics of the image
Mirror image image

Virtual, upright and same size

Same size as
Plane behind the mirror
the object

Virtual, upright & larger (d o < f )

behind the mirror Real, Inverted & Same in size (d o =f )
at infinity Real, Inverted & Same in size (d o =2 f
larger in front of the )
- mirror Real, Inverted & larger (2 f > d o >f )
Same size in front of the
Concave larger mirror Real, Inverted & smaller (d o >2 f )
smaller in front of the Real, Inverted & smaller (d o at ∞ )
mirror
in front of the
mirror

Virtual, upright, and smaller

Convex smaller Behind the mirror

13
 2. Reflection on Learning
One-Page Reflection
Compose a one-page reflection discussing the real-life applications of balanced Answers may vary for the One-
and unbalanced forces. Explain how these applications deepen your page reflection.
understanding of physics.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning This assessment evaluates learners’ understanding of the topics discussed. The teacher may ask student
volunteers to share and discuss
1. Make ray diagrams and draw the their answers to the
image formed by a concave mirror. assignment.
Describe the image formed.
The sharing process can
enhance the overall learning
2. Make ray diagrams and draw the experience of the learners.
image formed by a convex mirror.
Describe the image formed.

2. Homework (Optional)
Make an infographic about the different applications of plane, concave and convex
mirrors related to Navigation and Energy Generation.

B. Teacher’s Note observations on any This lesson design component

Effective Practices Problems Encountered
Remarks of the following areas: prompts the teacher to record
relevant observations and/or
strategies explored
critical teaching events that
he/she can reflect on to assess
the achievement of objectives.

14
 materials used The documenting of
experiences is guided by
possible areas for observation
including teaching strategies
learner engagement/
employed, instructional
interaction materials used, learners’
engagement in the tasks, and
other notable instructional
areas.

others Notes here can also be on tasks

that will be continued the next
day or additional activities
needed.

C. Teacher’s Reflection guide or prompt can be on: This lesson design component
Reflection ▪ principles behind the teaching guides the teacher in reflecting
What principles and beliefs informed my lesson? on and for practice. Entries on
Why did I teach the lesson the way I did? this component will serve as
inputs for the LAC sessions,
▪ learners
What roles did my learners play in my lesson?
which can center on sharing
What did my learners learn? How did they learn? the best practices discussing
problems encountered and
▪ ways forward actions to be taken; and
What could I have done differently? identifying anticipated
What can I explore in the next lesson? challenges and intended
solutions. Guide questions or
prompts may be provided here.

15