DAILY LESSON
LOG
I.
OBJECTIVES
School SAPPHIRE INTERNATIONAL AVIATION ACADEMY
Teacher ANDREA C. PAELDON
Teaching Date and Time November 5-8, 2018
1:15-2:15
Grade Level
Learning Area
Quarter
12
GENERAL PHYSICS 2
SECOND
MONDAY
TUESDAY
WEDNESDAY
THURDAY
FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard
The learners demonstrate
an understanding of
electric charge
The learners demonstrate
an understanding of
insulators and conductors
The learners demonstrate
an understanding of
induces charges
The learners demonstrate
an understanding of
coulomb’s law
B. Performance Standard
The learners are able to
use theoretical and
experimental approaches
to solve multiconcept and
rich-context problems
involving electricity and
magnetism
STEM_GP12EM-IIa-1
Describe using a diagram
charging by rubbing and
charging by induction
The learners are able to
use theoretical and
experimental approaches
to solve multiconcept and
rich-context problems
involving electricity and
magnetism
STEM_GP12EM-IIa-2
Explain the role of electron
transfer in electrostatic
charging by rubbing
The learners are able to
use theoretical and
experimental approaches
to solve multiconcept and
rich-context problems
involving electricity and
magnetism
STEM_GP12EM-IIa-3
Describe experiments to
show electrostatic charging
by rubbing
The learners are able to
use theoretical and
experimental approaches
to solve multiconcept and
rich-context problems
involving electricity and
magnetism
STEM_GP12EM-IIa-4
State that there are
positive and negative
charges, and that charge is
measured in coulomb
C. Learning Competency/Objectives
Write the LC code for each.
II.
CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Electric charge, Coulomb’s law, Electric Fields and Electric Flux
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
Copyright 2017 by Phoenix
Publishing House Inc.
And Angelina A. Silverio
Copyright 2017 by Phoenix
Publishing House Inc.
And Angelina A. Silverio
Copyright 2017 by Phoenix
Publishing House Inc.
And Angelina A. Silverio
Copyright 2017 by Phoenix
Publishing House Inc.
And Angelina A. Silverio
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV.
PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Electrons transferred in any The object attracted is said The number of protons and Like charges repel and
charging process. In the
to have acquired charge or electrons in an atom is
unlike charges attract.
case charging by friction,
electrified. Because the
equal: hence, an atom is
they are transferred
charge is at rest, it is often neutral.
between the two objects
referred to as static
being rubbed together.
electricity.
B. Establishing a purpose for the
lesson
Electrons transferred in any
charging process. In the
case charging by friction,
they are transferred
between the two objects
being rubbed together.
Electrons transferred in any
charging process. In the
case charging by friction,
they are transferred
between the two objects
being rubbed together.
Why do people experience
electric shock?
How great is this force of
attraction or repulsion
between charges?
C. Presenting examples/Instances of
the new lesson
A grounding wire is simply
a conductor that connects
the object to the ground.
Electrostatic is the study of
all phenomena associated
with electric charges at
rest.
Electrostatic charge by
rubbing is responsible for
the checking of these
requirements.
D. Discussing new concepts and
Rub a piece of ebonite(
Paper strips attracted by a
The human air is combed
Through experimentation,
coulomb discovered that
the magnitude of electrical
force between two charged
particles is directly
proportional to the product
of the magnitudes of the
charges and inversely
proportional the square of
the distance between
them.
E. Discussing new concepts and
practicing new skills # 2
very hard, black rubber)
across a piece of animal
fur.
Rub a glass rod with a
piece of silk.
F. Developing mastery
(leads to Formative Assessment
3)
Determine charge on a
piece of copper if you rub it
with a piece of silk.
practicing new skills # 1
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I.
Evaluating learning
Induction is the process in
which, when we bring two
substances near to each
other due to the property
of induction there is
movement of charge
carriers from one
substance to another
substance but the objects
are not physically touch
each other.
1. What does it mean
to induce a charge?
2. What is the basic
different between
charging by
induction and
charged CD
using rubber comb.
Styrofoam peanuts clinging
to a cat’s fur due to static
electricity.
From those as simple as
the attraction of the plastic
wrap to one’s hand after it
is removed from a package
to the apparently
spontaneous explosion of
grain silos, the damage of
electronic components
during manufacturing, and
photocopier and laser
printer operation
Electrostatic involves the
build up of charge on the
surfaces.
Did the glass rod gain or
lose electrons?
How do charged bodies
interact with other charged
bodies?
In the tribo electric series,
the electron affinity of
human hair is lower than
rubber.
To understand
Electrostatic, the structure
of the atom must first be
understood. An atom is
made up of subatomic
particles- -protons,
neutrons, and electrons.
1. What is
Electrostatic?
2. Give some
examples and
explain. You may
provide pictures.
The force between two
point charges is directly
proportional to the product
of the charged divided by
the square of the distance
between them.
In terms of charge, proton
is positively charged, the
electron is negatively
charged, and the neutron
carriers no charge.
charging by friction
method?
3. How can we charge
two spheres by
induction method?
J. Additional activities for application
or remediation
IV.
V.
REMARKS
REFLECTION
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
worked 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 wish to share with other
teachers?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
DAILY LESSON
LOG
I.
OBJECTIVES
School SAPPHIRE INTERNATIONAL AVIATION ACADEMY
Teacher ANDREA C. PAELDON
Teaching Date and Time November 12-15, 2018
1:15-2:15
Grade Level
Learning Area
Quarter
12
GENERAL PHYSICS 2
SECOND
MONDAY
TUESDAY
WEDNESDAY
THURDAY
FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard
The learners demonstrate
an understanding of
Electric forces and fields
The learners demonstrate
an understanding of
Electrics field calculations
The learners demonstrate
an understanding of
charges on conductors
The learners demonstrate
an understanding of
charges on conductors
B. Performance Standard
The learners are able to
use theoretical and
experimental approaches
to solve multiconcept and
rich-context problems
involving electricity and
magnetism
STEM_GP12EM-IIa-5
Predict charge
distributions, and the
resulting attraction or
repulsion, in a system of
charged insulators and
conductors
The learners are able to
use theoretical and
experimental approaches
to solve multiconcept and
rich-context problems
involving electricity and
magnetism
STEM_GP12EM-IIa-6
Calculate the net electric
force on appoint charge
exerted by a system of
point charges
The learners are able to
use theoretical and
experimental approaches
to solve multiconcept and
rich-context problems
involving electricity and
magnetism
STEM_GP12EM-IIa-7
Describe an electrics field
as a region in which an
electric charge experiences
a force
The learners are able to
use theoretical and
experimental approaches
to solve multiconcept and
rich-context problems
involving electricity and
magnetism
STEM_GP12EM-IIa-8
Draw electric field patterns
to system with isolated
point charges
C. Learning
Competency/Objectives
Write the LC code for each.
VI.
CONTENT
II.
LEARNING
RESOURCES
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Electric charge, Coulomb’s law, Electric Fields and Electric Flux
A. References
Copyright 2017 by Phoenix
Publishing House Inc.
And Angelina A. Silverio
Copyright 2017 by Phoenix
Publishing House Inc.
And Angelina A. Silverio
Copyright 2017 by Phoenix
Publishing House Inc.
And Angelina A. Silverio
Copyright 2017 by Phoenix
Publishing House Inc.
And Angelina A. Silverio
5. Teacher’s Guide pages
6. Learner’s Materials pages
7. Textbook pages
8. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
A. PROCEDURES
B. Reviewing previous lesson or
presenting the new lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Charges can exist in
materials and move
through them.
C. Establishing a purpose for the
lesson
D. Presenting examples/Instances of
the new lesson
Materials that readily allow
the flow of charges
through them are called
conductors.
E. Discussing new concepts and
practicing new skills # 1
Metals are good
conductors..
F. Discussing new concepts and
practicing new skills # 2
Some examples of
insulators are rubber,
plastic, mica, paper, glass
and air.
G. Developing mastery
The electric force F is a
vector quantity, which may
be positive or negative
depending on its direction.
The electric field produced
by a point source charge q
can be obtained using
Coulomb’s law.
How is the magnitude of
the electric force exerted
by a charged particle on
another charged particle
determined?
The electric force and the
gravitational force have
similarities and differences.
How is an electric field
produced by an object with
an electric charge?
Calculate the magnitude
and direction of the electric
field 0.45m from a
+7.85x10−9
Electric field causes any
charged particle placed in it
experience an electric
force.
If the charge happens to
be negative, the direction
of the force on the
negative charge is opposite
the direction of the field.
Faradays demonstrated
that the electric field is
zero inside a closed
conducting surface and
that an excess charge
placed on a solid conductor
resides entirely on its
surface
(leads to Formative Assessment
3)
H. Finding practical application of
concepts and skills in daily living
I.
Making generalizations and
abstractions about the lesson
J. Evaluating learning
Charging means gaining or
losing electron. Matters can
be charged with three
ways.
Coulomb’s law bears a
strong resemblance to
Newton’s law of universal
gravitation.
A charged object is
surrounded by an electric
field where another
charged object will
experience an electric force
Aluminium packaging of
delicate circuit components
shields them from external
electric field
.
An electric field exist in the
region of space around a
charged object or source
charge.
Any closed conducting
surface can function as
Faraday cage, shielding
whatever is inside it from
any damaging effects of
electric fields.
Determine the ratio of the
electric force to the
gravitational force between
an electron and a proton
when separated by a
distance.
What is the magnitude and
direction of the electric
field 0.25m from a 5.6x10−9
Draw an electric field
patterns with isolated
points charged.
K. Additional activities for application
or remediation
V.
REMARKS
A. REFLECTION
I.
No. of learners who earned
80% in the evaluation
J. No. of learners who require
additional activities for
remediation who scored
below 80%
K. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
L. No. of learners who continue
to require remediation
M. Which of my teaching
strategies worked well? Why
did these work?
N. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
O. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
DAILY LESSON
LOG
I.
OBJECTIVES
School SAPPHIRE INTERNATIONAL AVIATION ACADEMY
Teacher ANDREA C. PAELDON
Teaching Date and Time November 19-29, 2018
1:15-2:15
Grade Level
Learning Area
Quarter
12
GENERAL PHYSICS 2
SECOND
MONDAY
TUESDAY
WEDNESDAY
THURDAY
FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard
The learners demonstrate
an understanding of
Electric forces and fields
The learners demonstrate
an understanding of
Electrics field calculations
The learners demonstrate
an understanding of
charges on conductors
The learners demonstrate
an understanding of
electric flux and Gauss’s
Law and Electric charge,
dipoles, force, field, and
flux problems
B. Performance Standard
The learners are able to
use theoretical and
experimental approaches
to solve multiconcept and
rich-context problems
involving electricity and
magnetism
STEM_GP12EM-IIa-9
Use in calculations the
relationship between the
electric field and electric
force on a test charge
The learners are able to
use theoretical and
experimental approaches
to solve multiconcept and
rich-context problems
involving electricity and
magnetism
STEM_GP12EM-IIa-10
Calculate the electric field
due to a system point
charges using Coulomb’s
law and the superposition
principle
The learners are able to
use theoretical and
experimental approaches
to solve multiconcept and
rich-context problems
involving electricity and
magnetism
STEM_GP12EM-IIa-11
Predict the trajectory of a
point charge in a uniform
electric field
The learners are able to
use theoretical and
experimental approaches
to solve multiconcept and
rich-context problems
involving electricity and
magnetism
STEM_GP12EM-IIb-12
Calculate electric flux
C. Learning Competency/Objectives
Write the LC code for each.
II.
CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Electric charge, Coulomb’s law, Electric Fields and Electric Flux
III.
LEARNING
RESOURCES
A. References
Copyright 2017 by Phoenix
Publishing House Inc.
And Angelina A. Silverio
Copyright 2017 by Phoenix
Publishing House Inc.
And Angelina A. Silverio
Copyright 2017 by Phoenix
Publishing House Inc.
And Angelina A. Silverio
Copyright 2017 by Phoenix
Publishing House Inc.
And Angelina A. Silverio
9. Teacher’s Guide pages
10. Learner’s Materials pages
11. Textbook pages
12. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
C. PROCEDURES
D. Reviewing previous lesson or
presenting the new lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Ask a student compare and .
Show a previous example
Electric flux is the number
contrast the electric force
of calculation of electric
of field lines passing
from gravitational force
field using Coulomb’s
perpendicularly through a
surface
E. Establishing a purpose for the
lesson
What is field?
What is meant by a
gravitational field?
What if there are more
than two charges?
Show some solution to the
same problem but this
time, using Gauss’s law
F. Presenting examples/Instances of
the new lesson
Every charge has an
electric field associated
with it.
The superposition principle
states that each charge will
exert a force on another as
if no other charges are
present.
Calculate the magnitude
and direction of the electric
field 0.45m from a
+7.85x10−9
Review the electric pattern
of several simple
symmetric charge
configuration using the
Coulomb’s Law
G. Discussing new concepts and
practicing new skills # 1
H. Discussing new concepts and
practicing new skills # 2
Aluminium packaging of
delicate circuit components
shields them from external
electric field
Electric flux is a measure of
the number of field line
passing through a surface
Calculate the magnitude
and direction of the electric
field 0.45m from a
+7.85x10−9
I.
Developing mastery
(leads to Formative Assessment
3)
Sharks and rays have the
ability to detect electric
fields in their surroundings
J. Finding practical application of
concepts and skills in daily living
K. Making generalizations and
abstractions about the lesson
L. Evaluating learning
A charged object is
surrounded by an electric
field where another
charged object will
experience an electric force
.
Calculate the magnitude
and direction of the electric
field 0.75m from a
+2.35x10−9
Lines of force start from
positively charged particles
and end on negatively
charged particles or
continue toward infinity
Electric field can be
quantitatively described
using the concept of
electric flux
A flat surface of area
1.25𝑚2 is rotated through
a uniform horizontal
electric field of 5N/C.
M. Additional activities for application
or remediation
VI.
REMARKS
N. REFLECTION
J. No. of learners who earned 80% in
the evaluation
K. No. of learners who require
additional activities for remediation
who scored below 80%
L. Did the remedial lessons work? No.
of learners who have caught up
with the lesson
M. No. of learners who continue to
require remediation
N. Which of my teaching strategies
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
worked well? Why did these work?
O. What difficulties did I encounter
which my principal or supervisor
can help me solve?
P. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
DAILY LESSON
LOG
I.
OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
II.
CONTENT
School SAPPHIRE INTERNATIONAL AVIATION ACADEMY
Teacher ANDREA C. PAELDON
Teaching Date and Time December 3, 4, 6, 2018
1:15-2:15
Grade Level
Learning Area
Quarter
12
GENERAL PHYSICS 2
SECOND
MONDAY
TUESDAY
WEDNESDAY
THURDAY
FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate
an understanding of
electric flux and Gauss’s
Law and Electric charge,
dipoles, force, field, and
flux problems
The learners are able to
use theoretical and
experimental approaches
to solve multiconcept and
rich-context problems
involving electricity and
magnetism
STEM_GP12EM-IIb-12
Calculate electric flux
The learners demonstrate
an understanding of
electric flux and Gauss’s
Law and Electric charge,
dipoles, force, field, and
flux problems
The learners are able to
use theoretical and
experimental approaches
to solve multiconcept and
rich-context problems
involving electricity and
magnetism
STEM_GP12EM-IIb-13
Use the Gauss’s law to
infer electric field due to
uniformly distributed
charges on long wires,
spheres, and large plate
The learners demonstrate
an understanding of
electric flux and Gauss’s
Law and Electric charge,
dipoles, force, field, and
flux problems
The learners are able to
use theoretical and
experimental approaches
to solve multiconcept and
rich-context problems
involving electricity and
magnetism
STEM_GP12EM-IIb-14
Solve problems involving
electric charges, dipoles,
forces, fields, and flux in
contexts such as, but not
limited to, systems of point
charges, classical models
of the atom, electrical
breakdown of air, charged
pendulums, control of
electron and proton beams,
electrostatic ink-jet printers
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Electric charge, Coulomb’s law, Electric Fields and Electric Flux
III.
LEARNING
RESOURCES
A. References
Copyright 2017 by Phoenix
Publishing House Inc.
And Angelina A. Silverio
Copyright 2017 by Phoenix
Publishing House Inc.
And Angelina A. Silverio
Copyright 2017 by Phoenix
Publishing House Inc.
And Angelina A. Silverio
Copyright 2017 by Phoenix
Publishing House Inc.
And Angelina A. Silverio
13. Teacher’s Guide pages
14. Learner’s Materials pages
15. Textbook pages
16. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV.
PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Checking of assignment
Checking of assignment
Electric flux is continuous
changes.
B. Establishing a purpose for the
lesson
See the pages 31
Carl Friedrich Gauss, a
German scientist,
formulated a law, which
relates electric field.
C. Presenting
examples/Instances of the
new lesson
Discussion
Charging distribution and
Gauss’s Law
Discussion
D. Discussing new concepts and
practicing new skills # 1
Answer sample 1 page
32.a
Answer sample .8 page 33
Why do people experience
electric shock?
E. Discussing new concepts and
practicing new skills # 2
Answer sample 1 page
32.b
Answer sample 1.9 page
34
How do charged bodies
interact with other charged
bodies?
How is an electric field
F. Developing mastery
produced by an object with
an electric charge?
(leads to Formative Assessment
3)
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I.
Evaluating learning
J. Additional activities for
application or remediation
V.
The metallic frames of cars
and aircraft act as faraday
cages or shields to protect
people inside when the
vehicle is struck by
lightning
Electric flux is the number
of field lines passing
perpendicularly through a
surface.
A closed surface showing
an electric field line passing
through an infinitesimal
area.
Discussion
Discussion
Answer page 36 A, B and
C.
Giving assignment
Answer practice exercises
page 36 (1-2)
Giving assignment
Answer test yourself page
39-41
Giving assignment
REMARKS
K. REFLECTION
H. No. of learners who earned 80% in
the evaluation
I. No. of learners who require
additional activities for remediation
who scored below 80%
J. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
K. No. of learners who continue to
require remediation
L. Which of my teaching strategies
worked well? Why did these work?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
M. What difficulties did I encounter
which my principal or supervisor
can help me solve?
N. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
DAILY LESSON
LOG
VII.
OBJECTIVES
School SAPPHIRE INTERNATIONAL AVIATION ACADEMY
Teacher ANDREA C. PAELDON
Teaching Date and Time December 10-13, 2018
1:15-2:15
Grade Level
Learning Area
Quarter
12
GENERAL PHYSICS 2
SECOND
MONDAY
TUESDAY
WEDNESDAY
THURDAY
FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
D. Content Standard
The learners demonstrate
an understanding of
electric charge
The learners demonstrate
an understanding of
insulators and conductors
The learners demonstrate
an understanding of
induces charges
The learners demonstrate
an understanding of
coulomb’s law
E. Performance Standard
The learners are able to
use theoretical and
experimental approaches
to solve multiconcept and
rich-context problems
involving electricity and
magnetism
STEM_GP12EM-IIb-4
Describe using a diagram
charging by rubbing and
charging by induction
The learners are able to
use theoretical and
experimental approaches
to solve multiconcept and
rich-context problems
involving electricity and
magnetism
STEM_GP12EM-IIb-5
Explain the role of electron
transfer in electrostatic
charging by rubbing
The learners are able to
use theoretical and
experimental approaches
to solve multiconcept and
rich-context problems
involving electricity and
magnetism
STEM_GP12EM-IIb-6
Describe experiments to
show electrostatic charging
by rubbing
The learners are able to
use theoretical and
experimental approaches
to solve multiconcept and
rich-context problems
involving electricity and
magnetism
STEM_GP12EM-IIb-7
State that there are
positive and negative
charges, and that charge is
measured in coulomb
F. Learning Competency/Objectives
Write the LC code for each.
VIII.
CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Electric charge, Coulomb’s law, Electric Fields and Electric Flux
IX.
LEARNING RESOURCES
C. References
17. Teacher’s Guide pages
Copyright 2017 by Phoenix
Publishing House Inc.
And Angelina A. Silverio
Copyright 2017 by Phoenix
Publishing House Inc.
And Angelina A. Silverio
Copyright 2017 by Phoenix
Publishing House Inc.
And Angelina A. Silverio
Copyright 2017 by Phoenix
Publishing House Inc.
And Angelina A. Silverio
18. Learner’s Materials pages
19. Textbook pages
20. Additional Materials from
Learning Resource (LR)portal
D. Other Learning Resource
X.
PROCEDURES
K. Reviewing previous lesson or
presenting the new lesson
L. Establishing a purpose for the
lesson
M. Presenting examples/Instances of
the new lesson
N. Discussing new concepts and
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Electrons transferred in any The object attracted is said The number of protons and Like charges repel and
charging process. In the
to have acquired charge or electrons in an atom is
unlike charges attract.
case charging by friction,
electrified. Because the
equal: hence, an atom is
they are transferred
charge is at rest, it is often neutral.
between the two objects
referred to as static
being rubbed together.
electricity.
The cans are placed side
by side and a negatively
charged rubber balloon
(having been rubbed with
animal fur) is brought near
to one of the cans. The
presence of the negative
charge near a can induces
electron movement from
can A to Can B(see
diagram). Once the cans
are separated, the cans are
charged.
A grounding wire is simply
a conductor that connects
the object to the ground.
Why do people experience
electric shock?
How great is this force of
attraction or repulsion
between charges?
Electrostatic is the study of
all phenomena associated
with electric charges at
rest.
Electrostatic charge by
rubbing is responsible for
the checking of these
requirements.
Rub a piece of ebonite(
Paper strips attracted by a
The human air is combed
Through experimentation,
coulomb discovered that
the magnitude of electrical
force between two charged
particles is directly
proportional to the product
of the magnitudes of the
charges and inversely
proportional the square of
the distance between
them.
O. Discussing new concepts and
practicing new skills # 2
very hard, black rubber)
across a piece of animal
fur.
Rub a glass rod with a
piece of silk.
P. Developing mastery
(leads to Formative Assessment
3)
Determine charge on a
piece of copper if you rub it
with a piece of silk.
practicing new skills # 1
Q. Finding practical application of
concepts and skills in daily living
R. Making generalizations and
abstractions about the lesson
S. Evaluating learning
Induction is the process in
which, when we bring two
substances near to each
other due to the property
of induction there is
movement of charge
carriers from one
substance to another
substance but the objects
are not physically touch
each other.
4. What does it mean
to induce a charge?
5. What is the basic
different between
charging by
induction and
charged CD
using rubber comb.
Styrofoam peanuts clinging
to a cat’s fur due to static
electricity.
From those as simple as
the attraction of the plastic
wrap to one’s hand after it
is removed from a package
to the apparently
spontaneous explosion of
grain silos, the damage of
electronic components
during manufacturing, and
photocopier and laser
printer operation
Electrostatic involves the
build up of charge on the
surfaces.
Did the glass rod gain or
lose electrons?
How do charged bodies
interact with other charged
bodies?
In the tribo electric series,
the electron affinity of
human hair is lower than
rubber.
To understand
Electrostatic, the structure
of the atom must first be
understood. An atom is
made up of subatomic
particles- -protons,
neutrons, and electrons.
3. What is
Electrostatic?
4. Give some
examples and
explain. You may
provide pictures.
The force between two
point charges is directly
proportional to the product
of the charged divided by
the square of the distance
between them.
In terms of charge, proton
is positively charged, the
electron is negatively
charged, and the neutron
carriers no charge.
charging by friction
method?
6. How can we charge
two spheres by
induction method?
T. Additional activities for application
or remediation
VII.
XI.
REMARKS
REFLECTION
O. No. of learners who earned 80% in
the evaluation
P. No. of learners who require
additional activities for remediation
who scored below 80%
Q. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
R. No. of learners who continue to
require remediation
S. Which of my teaching strategies
worked well? Why did these work?
T. What difficulties did I encounter
which my principal or supervisor
can help me solve?
U. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.