Cot 2

School Fe Del Mundo National High School Grade Level Grade 12
Teacher Peter M. Salivio Learning Area Physics II

Third
Teaching Date Quarter
Quarter
I. OBJECTIVES At the end of the session, 100 % of the learners should be able to:
 Demonstrates understanding of key concepts of (a) current, resistivity, and

A. Content Standards resistance
(b) Ohm’s law, (c) energy and power in electric circuits and (d) electrical safety.
B. Performance Standards  Use theoretical and experimental approaches to solve multi-concept and rich-
context problems involving electricity and magnetism.
Apply the relationship charge = current x time to new situations or to solve
C. Learning Competencies / related problems.
Enabling Objectives STEM_GP12EM-IIIe-33
(Write the LC code for each)
II. CONTENT (Subject Matter) Current, Resistance, and Electromotive force
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages SLMs Quarter 3, Week 5 p. 13-18
3. Textbook pages Conceptual Physics p.258-260

4. Additional Materials from
Learning Resources (LR)
portal
Slide,visual aids,e-sources (youtube,physcis classroom.com,physicsTutorial.org)
B. Other Learning Resources
https://drive.google.com/drive/mobile/folders/1llbnAz7iRkgVrNidJVOGa6pMP9Hh81j
1.The teacher will download the SLMs for General Physics I for the Grade 12 STEM of
Senior High School.
2.The Teacher will check the content of the SLMs and will conduct a walkthrough to his
assigned subjects.
C. Teacher’s Plan for DLDMs 3.Ready the modules for distribution to the different drop-off points of the school.
4.Identify the learners needed remediation.
5.Assess the learning outcome of the students who undergo of Modular Platforms.
IV. PROCEDURES
A. Initial Activity A. Review: Conventional Current Vs. Electron Flow

(Review of previous lesson/s or Guide Question:
Presenting the new lesson) How will you differentiate conventional current and electron flow?
(ELICIT)
Think The Art ( Arts)
The teacher will show a piece of art that shows a flow of electric current ,then let the
B. Motivation student think of what medium made the art masterpiece.
(Establishing a purpose for the
lesson) Purpose of the Lesson:
(ENGAGE) Apply the relationship charge = current x time to new situations or to solve related
problems.
Electrifying Poem (Language Arts)

The student will recite a poem in the slide.
Electric Current
By John Michael Domino
Sparking Intensely
Hot Wired
Massive Energy
Super Charged
Lightning Speed
High Voltage
C. Analysis Super Conductivity
(Presenting examples / Instances Controlled Power
of the new lesson) Shocking Capacity

(EXPLORE) Insulation Protected
Man Harnessed
God Created!
(Man may have harnessed electric power but lightning and electricity is God's creation.)
Guide Questions:
1.Who is the author of the poem?
2.What is the theme of the poem?
3.What the poem is all about?
4.What you have learned from the poem?
D. Discussing new concepts STEM Got Electrified!

and practicing new skills Direction: The class will be grouped into four, they will be given different task about their
(sub-activity # 1) assigned topic. Present it creatively through video presentation guided with the rubrics
presented. Each group will be given ten (10) minutes of preparation with a maximum of
two minutes presentation.
Group I (Singers’ Group): Present a song that will explain relationship of current, time and
charge.
Group II (Actors’ Group): Present a role play that will show the application of the
(EXPLIAN) relationship of current, time and charge.
Group III (Artist Group): Present a caricature that will explain the application of relationship
of time, current and charge in solving related problems.
Group IV (Mathematics’ Group): Present at least two problems about current and show on
how to solve it.
E. Enhancement Activity/ies
(optional)
Title: First Five, High Five
Direction: The teacher will group the class with five members. Each group will answer
different problems about electric current. The first five group who will answer correctly the
F. Application (ELABORATE) given problem will be given extra points of the teacher.
(Developing mastery) 1.A 2 mm long cross section of wire is isolated and 20 C of charge is determined to pass
through it in 40 s.
2. A 1 mm long cross section of wire is isolated and 2 C of charge is determined to pass
through it in 0.5 s.
G. Valuing ELECTROCUTION IN THE PHILIPPINE:A GLIMPSE IN THE HISTORY (Philippines
(Finding practical applications of Politics and Governance)
concepts and skills in daily living) Direction: Read about the article that showed on how death penalty implied of our
government as punishment.
The Marcos Years (1965-1986)
“Deterrence” became the official justification for the imposition of the death penalty. This is
the same justification used for the declaration of Martial Law in 1972.
The number of capital crimes increased to a total of 24. Some crimes which were made
punishable by death through laws and decrees during the Marcos period were subversion,
possession of firearms, arson, hijacking, embezzlement, drug-related offenses, and
unlawful possession of firearms, illegal fishing and cattle rustling.
Jaime Jose, Basilio Pineda, and Edgardo Aquino were executed for the gang rape of
movie star Maggie dela Riva in 1972. Despite prohibitions against public executions, the
execution of the three was done in full view of the public.
Nineteen executions took place during the Pre-Martial Law period. Twelve were executed
during Martial Law.
Senator Benigno Aquino, Jr. was sentenced to die by firing squad for charges of murder,
subversion and illegal possession of firearm in 1977.
The last judicial execution under the Marcos years was in October 1976 when Marcelo
San Jose was executed by electrocution.
Similar to the reasons for the imposition of capital punishment during the Colonial Periods,
the death penalty during the Marcos Regime was imposed to quell rebellion and social
unrest.
Guide Question:
1.How electric current is responsible in the electrocution as way of death penalty?
2.Are you in favour about the rebirth of death penalty in the Philippines?
H. Abstraction Guide Question

1.How current, time and charge are related to one another?
(Making generalizations about the
2.How to apply the relationship charge=current x time to solved different problems?
lesson)
Solve! Solve! Solve!
Direction. Read, understand and analyse the following problems.
I. Evaluation (EVALUATE) 1. What is the current in the light bulb if the amount of charge passes through its filament
(Assessing learning) in two (2) seconds is 1.67 C?
2. What will be the time taken of current drawn of 0.07796 Ampere by the net value of
electric charge as 1000 C ?
Solve the following problems.
1. If you pass 500 mA of current through a bulb, how many electrons will pass
J. Agreement (EXTEND)
through it in five minutes?
(Additional activities for application
2. 1x10 20 electrons flow through a conductor in 3 seconds.
or remediation)
2.1 What is the charge flowing through the conductor?
2.2 What is the current in the circuit?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
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 innovations or localized

materials did I use / discover which I
wish to share with other teachers?
Prepared:
PETER M. SALIVIO
Head Teacher III
Checked and Observed:
GERMELIN M. CASAO
Principal III

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School Fe Del Mundo National High School Grade Level Grade 12

Teacher Peter M. Salivio Learning Area Physics II

 Demonstrates understanding of key concepts of (a) current, resistivity, and

II. CONTENT (Subject Matter) Current, Resistance, and Electromotive force

III. LEARNING RESOURCES

2. Learner’s Materials pages SLMs Quarter 3, Week 5 p. 13-18

3. Textbook pages Conceptual Physics p.258-260

A. Initial Activity A. Review: Conventional Current Vs. Electron Flow

Electrifying Poem (Language Arts)

of the new lesson) Shocking Capacity

D. Discussing new concepts STEM Got Electrified!

The Marcos Years (1965-1986)

H. Abstraction Guide Question

G. What innovations or localized

Checked and Observed:

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