School MALOLOS MARINE FISHERY SCHOOL AND LABORATORY Grade Level 12

Teacher LEAH MAE E. FRANCE Learning Area GENERAL PHYSICS 2

DAILY LESSON Teaching Date and Time March 13 – 17, 2023 Quarter SECOND
LOG
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES 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 The learners demonstrate The learners demonstrate The learners demonstrate
an understanding of an understanding of an understanding of an understanding of
electric charge insulators and conductors induces charges coulomb’s law

B. Performance Standard The learners are able to The learners are able to The learners are able to The learners are able to
use theoretical and use theoretical and use theoretical and use theoretical and
experimental approaches experimental approaches experimental approaches experimental approaches
to solve multi-concept to solve multi-concept to solve multi-concept to solve multi-concept
and rich-context and rich-context and rich-context and rich-context
problems problems problems problems
involving electricity and involving electricity and involving electricity and involving electricity and
magnetism magnetism magnetism magnetism
C. Learning Competency/Objectives STEM_GP12EM-IIIa-1 STEM_GP12EM-IIIa-2 STEM_GP12EM-IIIa-3 STEM_GP12EM-IIIa-4
Write the LC code for each. Describe using a diagram Explain the role of electron Describe experiments to State that there are
charging by rubbing and transfer in electrostatic show electrostatic charging positive and negative
charging by induction charging by rubbing by rubbing charges, and that charge
is measured in coulomb

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 Copyright 2017 by Phoenix Copyright 2017 by Phoenix Copyright 2017 by Phoenix
Publishing House Inc. Publishing House Inc. Publishing House Inc. Publishing House Inc.
And Angelina A. Silverio And Angelina A. Silverio And Angelina A. Silverio And Angelina A. Silverio
1. Teacher’s Guide pages
 2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES 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.
A. Reviewing previous lesson or Electrons transferred in any The object attracted is The number of protons and Like charges repel and
presenting the new lesson charging process. In the said to have acquired electrons in an atom is unlike charges attract.
case charging by friction, charge or electrified. equal: hence, an atom is
they are transferred Because the charge is at neutral.
between the two objects. rest, it is often referred to
being rubbed together. as static
electricity.
B. Establishing a purpose for Electrons transferred in any Why do people experience How great is this force of
the lesson charging process. In the electric shock? attraction or repulsion
case charging by friction, between charges?
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.

C. Presenting examples/Instances of A grounding wire is Electrostatic is the study of Electrostatic charge by Through experimentation,
the new lesson simply a conductor that all phenomena associated rubbing is responsible for coulomb discovered that
connects the object to the with electric charges at the checking of these the magnitude of electrical
ground. rest. requirements. 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.
D. Discussing new concepts and Rub a piece of ebonite ( Paper strips attracted by a The human air is combed

practicing new skills # 1 very hard, black rubber) charged CD using rubber comb.
across a piece of animal
fur.
E. Discussing new concepts and Rub a glass rod with a Styrofoam peanuts Did the glass rod gain or
practicing new skills # 2 piece of silk. clinging to a cat’s fur due lose electrons?
to static electricity.
F. Developing mastery Determine charge on a From those as simple as How do charged bodies
(leads to Formative Assessment piece of copper if you rub it the attraction of the plastic interact with other charged
3) with a piece of silk. wrap to one’s hand after it bodies?
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
G. Finding practical application of Electrostatic involves the In the tribo electric series,
concepts and skills in daily living buildup of charge on the the electron affinity of
surfaces. human hair is lower than
rubber.

H. Making generalizations and Induction is the process in To understand The force between two
abstractions about the lesson which, when we bring two Electrostatic, the point charges is directly
substances near to each structure of the atom proportional to the product
other due to the property must first be understood. of the charged divided by
of induction there is An atom is made up of the square of the distance
movement of charge subatomic particles- - between them.
carriers from one protons, neutrons, and
substance to another electrons.
substance but the objects
are not physically touch
each other.
I. Evaluating learning 1. What does it mean 1. What is In terms of charge, proton
to induce a Electrostatic? is positively charged, the
charge? 2. Give some electron is negatively
2. What is the basic examples and charged, and the neutron
different explain. You carriers no charge.
 between may
charging by provide pictures.
induction and

charging by friction
method?
3. How can we charge
two spheres by
induction method?
J. Additional activities for application
or remediation

IV. REMARKS

V. 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?
 School SAPPHIRE INTERNATIONAL AVIATION ACADEMY Grade Level 12
Teacher ANDREA C. PAELDON Learning Area GENERAL PHYSICS 2
DAILY LESSON Teaching Date and Time November 12-15, 2018 1:15-2:15 Quarter SECOND
LOG
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES 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 The learners demonstrate The learners demonstrate The learners demonstrate
an understanding of an understanding of an understanding of an understanding of
Electric forces and fields Electrics field calculations charges on conductors charges on conductors

B. Performance Standard The learners are able to The learners are able to The learners are able to The learners are able to
use theoretical and use theoretical and use theoretical and use theoretical and
experimental approaches experimental approaches experimental approaches experimental approaches
to solve multiconcept to solve multiconcept to solve multiconcept to solve multiconcept
and rich-context and rich-context and rich-context and rich-context
problems problems problems problems
involving electricity and involving electricity and involving electricity and involving electricity and
magnetism magnetism magnetism magnetism
C. Learning STEM_GP12EM-IIa-5 STEM_GP12EM-IIa-6 STEM_GP12EM-IIa-7 STEM_GP12EM-IIa-8
Competency/Objectives Predict charge Calculate the net electric Describe an electrics field Draw electric field patterns
Write the LC code for each. distributions, and the force on appoint charge as a region in which an to system with isolated
resulting attraction or exerted by a system of electric charge experiences point charges
repulsion, in a system of point charges a force
charged insulators and
conductors

VI. 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

II. LEARNING
RESOURCES
 A. References Copyright 2017 by Phoenix Copyright 2017 by Phoenix Copyright 2017 by Phoenix Copyright 2017 by Phoenix
Publishing House Inc. Publishing House Inc. Publishing House Inc. Publishing House Inc.
And Angelina A. Silverio And Angelina A. Silverio And Angelina A. Silverio 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 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.
B. Reviewing previous lesson or Charges can exist The electric force F is a The electric field produced If the charge happens to
presenting the new lesson in materials and vector quantity, which may by a point source charge be negative, the direction
move through be positive or negative q can be obtained using of the force on the
them. depending on its direction. Coulomb’s law. negative charge is
opposite the direction of
the field.
C. Establishing a purpose for the How is the magnitude of How is an electric field
lesson the electric force produced by an object with
exerted by a charged an electric charge?
particle on
another charged
particle determined?
D. Presenting examples/Instances of Materials that readily The electric force and the Electric field causes any Faradays demonstrated
the new lesson allow the flow of charges gravitational force have charged particle placed in that the electric field is
through them are called similarities and it experience an electric zero inside a closed
conductors. differences. force. conducting surface and
that an excess charge
placed on a solid
conductor resides entirely
on its
surface
E. Discussing new concepts and Metals are good Calculate the magnitude
practicing new skills # 1 conductors.. and direction of the electric
field 0.45m from a
+7.85x10−9
F. Discussing new concepts and Some examples of
practicing new skills # 2 insulators are rubber,
plastic, mica, paper, glass
and air.
G. Developing mastery

(leads to Formative Assessment

3)
H. Finding practical application of Coulomb’s law bears a A charged object is Aluminium packaging of
concepts and skills in daily living strong resemblance to surrounded by an electric delicate circuit components
Newton’s law of universal field where another shields them from external
gravitation. charged object will electric field
experience an electric
force
I. Making generalizations and Charging means gaining or . An electric field exist in the Any closed conducting
abstractions about the lesson losing electron. Matters region of space around a surface can function as
can be charged with three charged object or source Faraday cage, shielding
ways. charge. whatever is inside it from
any damaging effects of
electric fields.
J. Evaluating learning Determine the ratio of the What is the magnitude Draw an electric field
electric force to the and direction of the patterns with
gravitational force between electric field 0.25m from a isolated points
an electron and a proton - charged.
when separated by a 5.6x10−9
distance.
K. Additional activities for application
or remediation

V. REMARKS

A. REFLECTION 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.
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
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?
 School SAPPHIRE INTERNATIONAL AVIATION ACADEMY Grade Level 12
Teacher ANDREA C. PAELDON Learning Area GENERAL PHYSICS 2
DAILY LESSON Teaching Date and Time November 19-29, 2018 1:15-2:15 Quarter SECOND
LOG
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES 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 The learners demonstrate The learners demonstrate The learners
an understanding of an understanding of an understanding of demonstrate an
Electric forces and fields Electrics field calculations charges on conductors 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 The learners are able to The learners are able to The learners are able to
use theoretical and use theoretical and use theoretical and use theoretical and
experimental approaches experimental approaches experimental approaches experimental approaches
to solve multiconcept to solve multiconcept to solve multiconcept to solve multiconcept
and rich-context and rich-context and rich-context and rich-context
problems problems problems problems
involving electricity and involving electricity and involving electricity and involving electricity and
magnetism magnetism magnetism magnetism
C. Learning Competency/Objectives STEM_GP12EM-IIa-9 STEM_GP12EM-IIa-10 STEM_GP12EM-IIa-11 STEM_GP12EM-IIb-12
Write the LC code for each. Use in calculations the Calculate the electric field Predict the trajectory of Calculate electric flux
relationship between the due to a system point a point charge in a
electric field and electric charges using Coulomb’s uniform electric field
force on a test charge law and the superposition
principle

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 Copyright 2017 by Phoenix Copyright 2017 by Phoenix Copyright 2017 by Phoenix
Publishing House Inc. Publishing House Inc. Publishing House Inc. Publishing House Inc.
And Angelina A. Silverio And Angelina A. Silverio And Angelina A. Silverio 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 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.
D. Reviewing previous lesson or Ask a student compare and . Show a previous example Electric flux is the number
presenting the new lesson 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 What is field? What if there are more Show some solution to the Aluminium packaging of
the lesson What is meant by a than two charges? same problem but this delicate circuit components
gravitational field? time, using Gauss’s law shields them from external
electric field
F. Presenting examples/Instances of Every charge has an The superposition principle Review the electric pattern Electric flux is a measure of
the new lesson electric field associated states that each charge of several simple the number of field line
with it. will exert a force on symmetric charge passing through a surface
another as configuration using the
if no other charges Coulomb’s Law
are present.
G. Discussing new concepts and Calculate the magnitude Calculate the magnitude
practicing new skills # 1 and direction of the electric and direction of the electric
field 0.45m from a field 0.45m from a
+7.85x10−9 +7.85x10−9
H. Discussing new concepts and
practicing new skills # 2

I. Developing mastery
 (leads to Formative Assessment
3)
J. Finding practical application of Sharks and rays have the
concepts and skills in daily living ability to detect electric
fields in their surroundings

K. Making generalizations and A charged object is . Lines of force start from Electric field can be
abstractions about the lesson surrounded by an electric positively charged particles quantitatively described
field where another and end on negatively using the concept of
charged object will charged particles or electric flux
experience an electric continue toward infinity
force
L. Evaluating learning Calculate the magnitude A flat surface of area
and direction of the electric 1.25𝑚2 is rotated through
field 0.75m from a a uniform horizontal
+2.35x10−9 electric field of 5N/C.
M. Additional activities for application
or remediation

VI. REMARKS

N. REFLECTION 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.
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

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?
 School SAPPHIRE INTERNATIONAL AVIATION ACADEMY Grade Level 12
Teacher ANDREA C. PAELDON Learning Area GENERAL PHYSICS 2
DAILY LESSON Teaching Date and Time December 3, 4, 6, 2018 1:15-2:15 Quarter SECOND
LOG
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES 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 The learners The learners

an understanding of demonstrate an demonstrate an
electric flux and Gauss’s understanding of understanding of
Law and Electric charge, electric flux and Gauss’s electric flux and Gauss’s
dipoles, force, field, and Law and Electric Law and Electric
flux problems charge, dipoles, force, charge, dipoles, force,
field, and field, and
flux problems flux problems
B. Performance Standard The learners are able to The learners are able to The learners are able to
use theoretical and use theoretical and use theoretical and
experimental approaches experimental approaches experimental approaches
to solve multiconcept to solve multiconcept to solve multiconcept
and rich-context and rich-context and rich-context
problems involving problems involving problems involving
electricity and electricity and electricity and
magnetism magnetism magnetism
C. Learning STEM_GP12EM-IIb-12 STEM_GP12EM-IIb-13 STEM_GP12EM-IIb-14
Competency/Objectives Calculate electric flux Use the Gauss’s law to Solve problems involving
Write the LC code for each. infer electric field due to electric charges, dipoles,
uniformly distributed forces, fields, and flux in
charges on long wires, contexts such as, but not
spheres, and large plate 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.
II. CONTENT
Electric charge, Coulomb’s law, Electric Fields and Electric
Flux

III. LEARNING
RESOURCES
A. References Copyright 2017 by Phoenix Copyright 2017 by Phoenix Copyright 2017 by Phoenix Copyright 2017 by Phoenix
Publishing House Inc. Publishing House Inc. Publishing House Inc. Publishing House Inc.
And Angelina A. Silverio And Angelina A. Silverio And Angelina A. Silverio 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 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.
A. Reviewing previous lesson or Electric flux is continuous Checking of assignment Checking of assignment
presenting the new lesson changes.

B. Establishing a purpose for See the pages 31 Carl Friedrich Gauss, a

the lesson German scientist,
formulated a law, which
relates electric field.

C. Presenting Discussion Charging distribution and Discussion

examples/Instances of the Gauss’s Law
new lesson

D. Discussing new concepts and Answer sample 1 page Answer sample .8 page 33 Why do people experience
practicing new skills # 1 32.a electric shock?

E. Discussing new concepts and Answer sample 1 page Answer sample 1.9 page How do charged bodies
practicing new skills # 2 32.b 34 interact with other charged
 bodies?
F. Developing mastery How is an electric field

(leads to Formative Assessment produced by an object with

3) an electric charge?
G. Finding practical application The metallic frames of cars A closed surface showing
of concepts and skills in daily and aircraft act as faraday an electric field line
living cages or shields to protect passing through an
people inside when the infinitesimal area.
vehicle is struck by
lightning
H. Making generalizations and Electric flux is the number Discussion Discussion
abstractions about the lesson of field lines passing
perpendicularly through a
surface.

I. Evaluating learning Answer page 36 A, B and Answer practice exercises Answer test yourself
C. page 36 (1-2) page 39-41
J. Additional activities for Giving assignment Giving assignment Giving assignment
application or remediation

V. REMARKS

K. REFLECTION 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.
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?
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?
 School SAPPHIRE INTERNATIONAL AVIATION ACADEMY Grade Level 12
Teacher ANDREA C. PAELDON Learning Area GENERAL PHYSICS 2
DAILY LESSON Teaching Date and Time December 10-13, 2018 1:15-2:15 Quarter SECOND
LOG
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
VII. OBJECTIVES 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 The learners demonstrate The learners demonstrate The learners demonstrate
an understanding of an understanding of an understanding of an understanding of
electric charge insulators and conductors induces charges coulomb’s law

E. Performance Standard The learners are able to The learners are able to The learners are able to The learners are able to
use theoretical and use theoretical and use theoretical and use theoretical and
experimental approaches experimental approaches experimental approaches experimental approaches
to solve multiconcept to solve multiconcept to solve multiconcept to solve multiconcept
and rich-context and rich-context and rich-context and rich-context
problems problems problems problems
involving electricity and involving electricity and involving electricity and involving electricity and
magnetism magnetism magnetism magnetism
F. Learning Competency/Objectives STEM_GP12EM-IIb-4 STEM_GP12EM-IIb-5 STEM_GP12EM-IIb-6 STEM_GP12EM-IIb-7
Write the LC code for each. Describe using a diagram Explain the role of electron Describe experiments to State that there are
charging by rubbing and transfer in electrostatic show electrostatic charging positive and negative
charging by induction charging by rubbing by rubbing charges, and that charge
is measured in coulomb

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 Copyright 2017 by Phoenix Copyright 2017 by Phoenix Copyright 2017 by Phoenix Copyright 2017 by Phoenix
Publishing House Inc. Publishing House Inc. Publishing House Inc. Publishing House Inc.
And Angelina A. Silverio And Angelina A. Silverio And Angelina A. Silverio And Angelina A. Silverio
17. Teacher’s Guide pages
 18. Learner’s Materials pages
19. Textbook pages
20. Additional Materials from
Learning Resource (LR)portal
D. Other Learning Resource
X. PROCEDURES 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.
K. Reviewing previous lesson or Electrons transferred in any The object attracted is The number of protons and Like charges repel and
presenting the new lesson charging process. In the said to have acquired electrons in an atom is unlike charges attract.
case charging by friction, charge or electrified. equal: hence, an atom is
they are transferred Because the charge is at neutral.
between the two objects rest, it is often referred to
being rubbed together. as static
electricity.
L. Establishing a purpose for the The cans are placed side Why do people experience How great is this force of
lesson by side and a negatively electric shock? attraction or repulsion
charged rubber balloon between charges?
(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.
M. Presenting examples/Instances of A grounding wire is Electrostatic is the study of Electrostatic charge by Through experimentation,
the new lesson simply a conductor that all phenomena associated rubbing is responsible for coulomb discovered that
connects the object to the with electric charges at the checking of these the magnitude of electrical
ground. rest. requirements. 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.
N. Discussing new concepts and Rub a piece of ebonite( Paper strips attracted by a The human air is combed

practicing new skills # 1 very hard, black rubber) charged CD using rubber comb.
across a piece of animal
fur.
O. Discussing new concepts and Rub a glass rod with a Styrofoam peanuts Did the glass rod gain or
practicing new skills # 2 piece of silk. clinging to a cat’s fur due lose electrons?
to static electricity.
P. Developing mastery Determine charge on a From those as simple as How do charged bodies
(leads to Formative Assessment piece of copper if you rub it the attraction of the plastic interact with other charged
3) with a piece of silk. wrap to one’s hand after it bodies?
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
Q. Finding practical application of Electrostatic involves the In the tribo electric series,
concepts and skills in daily living build up of charge on the electron affinity of
the surfaces. human hair is lower than
rubber.

R. Making generalizations and Induction is the process in To understand The force between two
abstractions about the lesson which, when we bring two Electrostatic, the point charges is directly
substances near to each structure of the atom proportional to the product
other due to the property must first be understood. of the charged divided by
of induction there is An atom is made up of the square of the distance
movement of charge subatomic particles- - between them.
carriers from one protons, neutrons, and
substance to another electrons.
substance but the objects
are not physically touch
each other.
S. Evaluating learning 4. What does it mean 3. What is In terms of charge, proton
to induce a Electrostatic? is positively charged, the
charge? 4. Give some electron is negatively
5. What is the basic examples and charged, and the neutron
different explain. You carriers no charge.
between may
charging by provide pictures.
induction and

charging by friction
method?
6. How can we charge
two spheres by
induction method?
T. Additional activities for application
or remediation

VII. REMARKS

XI. REFLECTION 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.
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?