Teacher

Grade Level Grade 10

Learning
Modality Face to Face
Topic Electromagnetic Induction
Learning Explain the operation of a simple electric motor and
Competency generator
( S10FE- IIj-54) BLOOM’S TAXONOMY

define electromagnetic induction and explain the The teacher has used
factors that Bloom’s taxonomy in
affect the induced current through a conductor writing learning
Specific demonstrate the generation of electricity by objectives. Based on the
Objectives movement of a cognitive dimensions
magnet through a coil adopted from Anderson
construct a prototype that will apply the principle of & Krathwohl (2001), it
electromagnetic induction provides a scheme for
Show self-reliance when working independently and classifying educational
goals, objectives and
cooperate in group activities (display teamwork).
standards and standards.
Learning RESEARCH 8: The learners should be able to conduct EXPERIENTIAL LEARNING
Across an actual experiment and use research logbook THEORY
Curriculum properly
(SSP-RS9-CAE2-II-i-m-4) (Extend) The students will be
ENGLISH 10: Using words and expressions that exposed to varied
learning experiences.
emphasize a point. ( ENG10G-Id-26) (Extend)
This is applying the
Localization/ SCIENCE 9: Explain the operation of a simple electric
Experiential Learning
motor and generator( S10FE- IIj- 54) (Explore, Explain & Theory ". The focus of
Indigenization
Elaborate) this theory is experience,
which serves as the main
Citing practical application of the science concepts using driving force in learning,
Making
the local setting. as knowledge is
Connections
constructed through the
Understanding the importance and relevance of transformative reflection
electromagnetic induction in industries. on one's experience
(Baker, Jensen, & Kolb,
Providing concrete or real-life applications of 2002).
electromagnetic
induction.
THEORY OF MORAL
Cooperation DEVELOPMENT

Determination According to the

Department of Education
Open- mindedness (n.d.) website, character
Values
education is defined as a
Integration Self- Reliance learning process that
enables students and
adults in a school
community to
understand, care about
and act on core ethical
 values such as respect,
justice, civic virtue and
citizenship, and
responsibility for self and
others. Thus a set of
morally desirable traits
exists and these traits
should be purposefully
taught in schools
(Editorial Projects in
Education Research
Center, 2004; McClellan,
1999; Prestwich, 2004).
SOCIAL COGNITIVE THEORY

Instilling students the value of honesty and time Social learning is also
consciousness by checking who come to school 20 commonly referred to as
minutes before the first class in the morning. observational learning,
(Preliminaries) because it comes about
as a result of observing
(The teacher should be a role model , thus come to
Project Watch models. Bandura ( 1977)
school earlier than the students).
believed that behavior
itself influences both the
person and the
environment, each of
which inCLASSROOM
turn affects
behavior and each other
MANAGEMENT
PROCEDURES

Opening Prayer
Video Presentation of Class Rules (These rules are
also posted in front of the room for students to be
reminded from time to time.) Establishing specific
routines for managing
a. Enter the classroom quietly.
materials, time,
b. Begin work on time.
instruction, and student
c. Stay on task. behavior helps increase
PRELIMINARIE d. Listen while others speak. instructional time and
S e. Complete work on time. student involvement in
f. Follow directions at all times. appropriate learning
g. Use appropriate language. activities. ( Brophy &
h. Keep hands, feet, objects to self. Good, 1986; Mercer &
Checking of Attendance Mercer 1983; Polloway &
Submission of Assignment Patton, 1993).

ELICIT PedagogicalApproach/Teaching Strategy 1: The use of KAHOOT INTERACTIVE

Mobile Apps for Science ( Kahoot Interactive Game) GAME
(Access Prior
Knowledge)
Task 1 – Review With the use of Kahoot
Instructions : Interactive game, the
1. Open your Kahoot Mobile App or go to teacher has maintained
kahoot.it using your computer or cellphone. learning environment
2. Click Enter. that nurture and inspire
 learners to participate,
cooperate and
collaborate in continued
learning .

Kahoot! is a tool that

motivates and activates
students' learning
because it can test their
knowledge, reiterate
important concepts, and
help them retain
information. It also
provides the teacher with
the ability to further
create class discussion
and student-to- student
interaction.
3. Enter your nickname and click OK, go! Button.
Studies found that
REMINDERS : Kahoot! positively
affected the excitement,
Kahoot! has a filter in place that immediately engagement, learning
removes words that are deemed universally experience and efficiency
inappropriate. When you try to use one of these of the students
words, your nickname will be changed automatically to (Antoniou, Mbah, &
a neutral word. If anyone in the room joins with an Parmaxi, 2016; M. A.-A.;
inappropriate nickname, I have the option to simply Ismail & Mohammad,
“kick out” the player from the Kahoot! game. I will just 2017; Leung & Pluskwik,
hover over the nickname so it’s crossed out and press 2018; Licorish et al.,
click to remove the name. 2018; Zarzycka-Piskorz,
2016). Majority of
Review Questions students perceived that
1. What type of energy comes out of a Kahoot! increased their
generator? motivation and
BEHAVIORISM a. thermal enjoyment in the
THEORY b. Potential classroom (Alario-Hoyos,
Development c. Electrical Estévez-Ayres, Kloos, &
of a positive, d. Mechanical Villena-Román, 2017;
nurturing 2. What two forces are required for Students are eager to
environment generators and electric motors to work? experiment with different
(by removing a. electricity and thermal technologies to support
negative b. magnetism and radiant their learning, largely
stimuli from c. magnetism and thermal because they are skilled
the learning d. electricity and magnetism in the use of mobile
environment). technology and enjoy
This is applying using applications and
the principle of 3. Which device uses mechanical energy to games designed for such
Behaviorism. produce electrical energy? devices (Prensky 2001).
a. magnet
b. generator PRE- ASSESSMENT
c. solar Cell
d. electric motor Assessment is no longer
4. Which device can be used to determine the functioning as a single
polarity of an unmarked magnet? purpose tool to be
a. a charged glass stirring rod utilized by the end of the
b. a gold-leaf electroscope unit to determine the
 c. a sprinkle of iron filings potential of the learners
d. an improvised compass that “Who Got It?” but
5. What is formed when a wire in an electric its functioning is much
circuit is wrapped around an iron core producing a effective as a tool to
magnetic field? reach and teach all the
a. magnet students (Oberg, 2010).
b. generator Profound teachers often
c. electric motor provide their learners
d. electromagnet with equal opportunities
to express prior
knowledge in a timely
manner and find it highly
important to assess the
learners’ current level of
understanding and
Giving of prizes ( ballpen) to three highest scorers. analyze the learning gap
in its relation to the
OPERANT upcoming learning stage,
CONDITIONING lesson, theme, or
concept. To determine
Operant the needs of the learner
conditioning, as an exceptional
sometimes individual (Gardner,
referred to as 1983), it is imperative to
instrumental create a relationship
conditioning, between the learner’s
which was previous learning and the
introduced by new learning (Vygotsky,
B.F. Skinner is a 1978).
method of This relationship is very
learning that important, and it plays a
employs vital role in bridging the
rewards and gap, especially when a
punishments learner’s learning needs
for behavior. improvement.
According to
this principle,
behavior that is
followed by
pleasant
consequences is
likely to be
repeated, and
behavior
followed by
unpleasant
consequences is
less likely to be
repeated
( Thorndike,
1898).

ENGAGE Pedagogical Approaches/Teaching Strategies: THE USE OF REALIA

Cooperative Learning, Use of Video Clip, Use of
(Get the Using realia stimulates
students’ Realia the mind, and it
minds focused encourages creativity by
on the topic ) Task 2 : Hitting two birds in one stone: involving the senses in
Producing electricity while burning calories the learning process.
Realia saves time, as
Ask one of the students to pedal a bike and let the learners can recognize an
object immediately, thus
rest of the students observe what happens.
lengthy explanations are
Call a volunteer to share his/her and answer.
no longer necessary.
What energy transformation takes place in the Realia“can be used as a
scenario? valuable resource which
fosters creative and
Task 3 : Video Clip Analysis active learning and
Show a video clip to the students showing how Promotes motivation”
pedaling (Bably&Majid, 2011).
a bike generates electricity. Click this link Free
Electric: The Bicycle That Wants To Fix India’s Using realia will generate
Power Problem - YouTube interest and it will help to
create an atmosphere
Ask the students to answer the following that is conducive to
learning.The use of realia
questions:
( mountain bike) can
What have you learned from the video?
make the learning
What is that name of that device that converts experience more
mechanical energy into electrical energy? memorable and create
Do you know that this device operates using the connections. For in-
principle of EMI? person classes, it adds a
What is EMI? kinesthetic element for
How can you demonstrate EMI in the classroom? people who learn better
with hands-on activities.
It provides a visual aid to
engage students.
Additionally, realia is
more dynamic than a
written word or flashcard
used to teach a concept.

EXPLORE Pedagogical Approach/Teaching Strategy 3: COOPERATIVE LEARNING

(Provide Cooperative Learning ,The Use of Virtual Science Labs
students with a (PHET Interactive Simulation , Differentiated
common Instruction
experience) More than 1200 studies
Task 4 Faraday’s Electromagnetic Lab comparing cooperative,
competitive, and
Present the activity to be undertaken by the students. individualistic efforts
They may opt for doing the activity individually or by have found that
pair or by group. cooperative learning
methods improve
Present the rubric for Scoring. ( See Rubrics attached). students' time on tasks
and intrinsic motivation
Remind students that they have only 20 minutes to to learn, as well as
complete their chosen task. students' interpersonal
relationships and
The teacher will make an effort to move throughout expectations for success
the room rather than stay in one spot, scan the room (Johnson & Johnson,
regularly, and interact with a range of students rather 2009).
than staying with one group. Strategically move closer
to those who are not focused, which provides them Teaching was
with a non-verbal reminder to stay on task. Monitor differentiated by
student interest, engagement and participation. (Use a directing different levels
non- verbal communication strategy.) of questioning to
different students
FARADAY’S ELECTROMAGNETIC INDUCTION depending on their
Learning Objective readiness. These ensure
In this simulation activity you will be able to that all students are able
investigate the factors affecting magnitude of induced to participate, and
electromotive force and current. furthermore, ensure
that they experience
success when
Background Information contributing to class
Michael Faraday (1791-1867) a British Chemist discussions.
and Physicist conducted an experiment on a loop
of which is connected to a sensitive voltmeter and
a magnet. He moved the magnet toward the loop,
and he observed that the reading in the voltmeter CONSTRUCTIVISM
value changes from zero to non-zero. In his
experiment, he confirmed that a moving magnetic Constructivism is a
field is necessary for electromagnetic induction to learner - centered
occur. philosophy that
In this activity, you will do the same experiment emphasizes hands on
but this time you will use simulated bar magnet learning and students
and coil. As you do the experiment try to analyze actively participating in
visually how the different factors affects the lessons. Constructivists
magnitude of induced EMF and the magnitude of believe that students
induced current. should be able to
discover lessons on their
Faraday’s Electromagnet Lab own through hands on
activity because it is the
You can access the simulator here:
most effect way of
https://phet.colorado.edu/sims/cheerpj/faraday/latest/
learning and is
faraday.html?simulation=faraday
considered true learning.
You can also go directly to your desktop and open
faraday_en.jnlp
In this part, students
were doing hands on
learning and actively
Faraday’s Electromagnet Lab is composed of four
participated in the
simulation’s related to electromagnetism. In this
lesson.
activity you will use the pickup coil simulation, which
can be found in the second tab of the simulator.
VIRTUAL LABORATORIES
When you open the pickup coil tab you can see a set up
shown below:
The students were able
to investigate the factors
affecting the magnitude
of induced electromotive
current by engaging in a
simulation activity in a
virtual laboratory.

Virtual laboratories
provide simulated
versions of traditional
laboratories referring to
a learner-centered
 You can see the adjustable elements on the right tab of approach in which the
the simulator. The tab labeled Bar Magnet shows the learner is provided with
adjustable magnetic strength and polarity reversal. You objects that are virtual
can also choose here to visually show the magnetic field representations of real
and direction and the strength of magnetic field using objects used in
the field meter. Below this tab is the Pickup coil in which traditional laboratories.
you can manipulate here the elements of the coil. You
can choose what type of indicator to use, the indicator Virtual laboratories may
identifies the strength of the induced EMF present in contribute to teaching
the coil. You can also adjust the loop area and number and learning processes
of loops in this tab. And lastly, to identify the motion of by giving
the induced current check the show electrons box. The students the opportunity
electrons are represented as gray spheres inside the to learn by doing,
coil. providing them with
intriguing and enjoyable
activities urging them to
PROCEDURES:
discover, and
Part A. Inducing voltage and current in a coil. guaranteeing an active
classroom interaction by
► Add a field meter to the default screen and drag
means of discussions and
that field meter so it measures the magnetic field in
debates (Lkhagva,
the middle of the pickup coil. Your screen should
Ulambayar, &
look something like what you see to the right, on
Enkhtsetseg, 2012).
Screen 1.
The use of virtual
When the light bulb lights up it indicates the electricity has
laboratories can offer
been generated. Grab the magnet and move it around and
students the opportunity
observe what happens to the strength of the magnetic field
to
and to the light bulb. Based on your observations what
investigate situations
conditions must happen for electricity to be generated.
that cannot be tested in
real time by speeding up
or slowing down time
Click the galvanometer pointer at the right side of the
(Aldrich, 2005). They are
bulb and observe if there is a deflection or non-
also beneficial to study
deflection of the galvanometer’s pointer in the
advanced concepts such
conditions given below. Put a check √ mark if you
as relativity and
observed a deflection, X if non deflection is observed.
experimentation that
would not be studied or
realized in traditional
Coil Magne Magn Magnet laboratory settings
With t is et is at is Moving (Aldrich, 2005, Reese,
Condition 2013, Scheckler, 2003).
out a Movin rest Out of the
Magn g into Inside Coil Virtual
et the the laboratories offer a visual
Coil Coil context for numerous
abstract concepts and
Galvanometer provide notable
pointer’s visualization and
deflection or graphical analysis
non- deflection abilities (Wieman &
a. What does it mean when there is deflection of the Perkins, 2005).
galvanometer pointer
b. What does it mean when there is non- deflection of
PHET SIMULATIONS
the
galvanometer pointer? PhET can help the
c. Based on your observations what conditions must students learn the
happen for electricity to be generated or current to be concepts, improve their
 induced? problem solving skills,
build their confidence
Part B. Amount of induced voltage and current vs rate of to lessen their fears in
magnetic field change Physics, developing self-
► Move the magnet back and forth, fast and then slow. reliance and improving
What general rule can you make about the speed of test scores. With this, it
the magnet and amount of current induced? is highly suggested that
Part C. Amount of induced voltage and current vs Physics and Science
strength educators make use of
of the magnetic field PhET to improve
► Leave the magnet in just one place and using the slide education because
on the right control panel of the applet, change the according to Jonassen &
strength of the magnet. Change the strength. Observe Reeves
the amount of electricity that is generated. What ( 2016) and Kent &
general rule can you make about changing the Mcnergey ( 1999),
strength of the magnet and the amount of current supporters of
induced? technology
Part D. Amount of induced voltage and current vs implementation have
number argued that computer
of turns technology can be
► Change the number of loops and then generate effective in changing
electricity by changing the magnetic field. What traditional teacher
general rule can you make about the number of loops centered classroom to a
in the pickup coil and the amount of current induced? more constructivist
Part E. Amount of induced voltage and current vs the coil student-centered
orientation classroom

► Move the bar magnet along one of the coils and

observe the magnitude of the galvanometer pointer’s
deflection or the brightness of the bulb. Compare this
deflection to that when the bar magnet moves across
(into or out) the coil at approximately the same speed.
Record your observations. How would you compare
behavior of the galvanometer pointer when the
magnet moves along the coil and when the magnet
moves across the coil?

After performing this activity, prepare for a group

presentation. Present your answers to the guide
questions below based on the observations in the
activity.
1. How would you define electromagnetic induction?
2. What are the factors that affect the amount of
current
induced through a conductor? Explain how each
factor
affect the amount of current and hence voltage
(EMF)
induced in a conductor by a changing magnetic field?
 BLOOM’S TAXONOMY

Using Bloom's Taxonomy,

the questions in the
activity are structured to
allow for students to
engage in higher order
thinking processes.

EXPLAIN Pedagogical Approach/Teaching Strategy 3: MULTIPLE INTELLIGENCES

(Teach the Differentiated Instruction THEORY
concept.
Should Task 5 Sharing of Outputs
Differentiated
include Instructions
interactio  Each group will be given 3 minutes to present
n between their output. The group will present their outputs With process
teacher through various creative presentation styles. differentiation, how
and students learn are
students)  The students are given the freedom to choose differentiated. In
what presentation style are they going to grouping students based
employ. These are some suggested presentation on their individual
styles: readiness or to
complement each other
is one way to accomplish
a. role playing ( Bodily / Kinesthetic) process differentiation.
b. broadcasting ( Verbal – Linguistic) The teacher provides
c. the use of Powerpoint Presentation varied learning
( Visual/Spatial) opportunities, such as
they were given freedom
d. Mathematical Problem ( Mathematical
to choose what
/Logical) presentation style are
e. Singing ( Musical) they going to use . These
styles are well aligned
with the learners’
 The students from other groups will be rating the individual and group
group presentation based on the accuracy of learning needs, and
ideas and concepts presented, collaboration, and engages learners to
timeliness. (See Rubrics attached) participate, cooperate,
 and collaborate in
 The rate of each group will be given after each continued learning.
presentation.
Differentiated teaching
provides paths to
learning so that the
classroom becomes a
‘good fit’ for varied
learners (Adami, 2004).

CONSTRUCTIVISM

Constructivism is a
student-centered
philosophy that
emphasizes hands on
learning and students
actively participating in
lessons. Constructivists
believe that students
should be able to
discover lessons on their
own through hands on
activity because it is the
most effect way of
learning and is
considered true learning.

In this part, students

asked to present their
outputs depending on
their chosen
presentation style. They
actively participated in
the activity.
ACTIVE LEARNING

ELABORATE Task 6 : DESIGN THE BEST GENERATOR

(Students
apply the  Using what you have learned with the pickup coil, Well known educational
information) you will now design the best generator ever (that psychologists Piaget and
the sim will allow!). Open the generator tab and Bruner , stressed that
learning should be
look at the simulation to see how it works. Do
focused on active
some experimenting. Feel free to investigate
learning, active inquiry
whatever you need. Make a list of the and discovery.
characteristics you think it should have below.

Task 7 : APPLICATIONS OF EMI IN DAILY LIFE

 Cite real- life applications of EMI in daily life such

as the use of different appliance at home that
operate applying the principles of electromagnetic
induction.
 With the use of a PHET Interactive Simulation,
 wrap up the discussion on what EMI is and the
factors that affect the amount of induced current.

 Address presented misconception of the learners

during their explanations.
FORMATIVE ASSESSMENT
EVALUATE Task 8 : ASSESSMENT
(How will you
know the  Ask the students to get a one fourth sheet of Formative assessment is
students have paper and answer the questions that follow. defined by McManus
They only need to write the letter of the (2008, p. 3) as a process
learned the
in which teachers and
concept) correct answer.
students provide
feedback during
1. A magnet moves inside a coil. Consider the
instruction to organize
following factors: the learning and
I. strength of the magnet teaching process in
II. number of turns in the coil order to increase
III. speed at which the magnet moves student achievement.
According to Miller and
Which can affect the electromotive force(emf) Lavin (2007), formative
induced in the coil? assessment can be
viewed as a valid and
a. I only vital part of the
b. II only blending of teaching
c. III only and assessment.
Formative assessments
d. all three factors
inform teachers about
whether the students
2. What transformation can take place in an
have learned and they
improvised generator? have an indicator
a. mechanical energy into electrical energy qualification for how
b. electrical energy into mechanical energy the teachers should
c. alternating current into direct current plan their next lessons
d. direct current into alternating current (Wuest & Fisette, 2012).

3. All of the following are true about the strength

of
The magnetic field except _
a. Induced voltage is greater when the
magnetic
field is stronger.
b. The strength of magnetic field increases as
the number of loops of wire is increased
c. The strength of magnetic field is
independent
of the speed of the rotation of the coil.
d. An increase in magnetic field yields more
number of line of force cut by the loops of
conducting wire.
4. When the rate of motion of the same coil of
wire is increased through the same magnetic
field, the wire will move across the magnetic
lines .
a. faster, producing less induced current
 b. slower, producing less induced current
c. faster, producing more induced current
d. slower, producing more induced current
5. What is meant by electromagnetic induction
a. It is a phenomenon of inducing a resistance
in a conductor by changing the magnetic
field
near the conductor.
b. It is a phenomenon of inducing a voltage in a
conductor by changing the magnetic field
near the conductor.
c. It is a phenomenon of inducing a voltage in a
conductor by making the magnetic field
stationary near the conductor
d. all of the above
REFLECTIVE THINKING:
Task 9 Learning Beyond Classroom JOURNAL WRITING
(REFLECTIVE THINKING)
Kerka (1996) points out
 Instruct the students to accomplish this task at that journal writing is
home. considered to be a
critical aspect of
knowledge processing
Homework 1: e-Science Journal
and that it helps the
learners to “articulate
Write a reflective essay on “Why I do I need to
connections between
learn about electromagnetic induction? (100-150 new information and
words only). Use your knowledge and skills what they already
acquired in your English class on expressing know” (p.2). This
thoughts in writing correctly. technique helps
students to enhance
 This activity aims to seek your insights. Hence, their learning as they
you are hereby prohibited from copying from have the opportunity to
the internet or any other sources (printed or think and reflect on
digital). what they have learnt.
 For rubrics, please refer to our Facebook
group for details. Outputs will be evaluated CONSTRUCTIVISM
using a plagiarism check tool.
 Share your output by posting it on our Wilson (1996) defines
Facebook group on or before December 20, constructivist learning
2021, with hashtags #electromagnetic environments as ‘a
induction place where learners
#physicsworks #2ndquarter may work together and
support each other as
Task 10 : Creating a Prototype : they use a variety of
Work Like an Engineer tools and information
resources in the guided
You are an Engineer working at the North pursuit of learning goals
Wind Power Development Corporation in Bangui and problem-solving
Bay, Ilocos Norte. Your former high school teacher activities’ (p.5).
in Manila has just invited you to speak in her
The constructivist
physics class to inspire her students to pursue teacher help the
STEM related careers. students through
 Wanting to make a good impression, you problem-solving and
decided to do a simple demonstration of how inquiry-based learning
wind energy is converted into electrical energy, activities with which
instead of just simply telling the kids what you do. students formulate and
test their ideas, draw
As you scoured for scraps in your workshop, you
conclusions and
found a box that would help you with your
inferences, and pool
problem. and convey their
Your best friends, volunteered to help you out knowledge in a
with the preparations and the polishing of your collaborative learning
presentation. Use the engineering process design environment
in constructing your device. (See Rubric Attached) ( Bruner, 1966).

Task 11: The Use of Six Thinking Hats Creating a prototype

greatly develops the
Use the De Bono’s thinking hats to reflect on the
higher order thinking
tasks given and the results: skills of the students.
Ask the students the following guide questions: SIX THINKING HATS
a. What stages did go through as you solve the In addition to what was
problem? mentioned above, in
the activity which asks
b. What information do you need to know to be able
the students to wear
to each of the Six Thinking
solve the problem? Hats in turn, they can
c. How did you feel as you solve the problem? gain a rich
understanding of the
d. What challenges did you meet? issues they face in the
e. What are your important insights as you solve the creation of the
prototype – and the
problem? best ways forward. They
f. How did you overcome the challenges? are also encouraged to
g. Is the time to solve the problem enough? be fully involved in the
decision-making
h. How do you rate your prototype based on the process.
performance rubric given to you?
Wilson (1996) defines
constructivist learning
environments as ‘a
place where learners
may work
together and support
each other as they use a
variety
of tools and information
resources in the guided
pursuit of learning goals
and problem-solving
activities’ (p.5).

Rubrics on EXPLORATORY TASKS # 4 AND 5

Needs
Excellent Very Good Good Satisfactory
Criterion Improvement
(5) (4) (3) (2)
(1)
ACCURACY OF CONCEPTS
AND IDEAS PRESENTED
(Level of the correctness of
the concepts and ideas
presented)
Concepts and
The thoughts and Concepts and ideas Concepts and ideas Concepts and ideas
ideas presented
ideas presented are presented have 3 to 4 presented have 5 to presented have more
have 1 to 2
all correct. errors. 6 errors. than six errors.
error/s.

The group The group The group

presentation meets The group The group
presentation meets presentation meets
all of the following presentation meets presentation meets
4 of any of the 3 of any of the
five indicators: 2of any of the 1of any of the
following five following five
(1) easy to following five following five
indicators: indicators:
understand; indicators: indicators:
(1) easy to (1) easy to
(2) well- (1) easy to (1) easy to
PRESENTATION understand; understand;
organized; understand; understand;
(The manner of delivery (2) well- (2) well-
(3) unique/ (2) well- (2) well-
used by the members of organized; organized;
creatively organized; organized;
the group when presenting (3) unique/ (3) unique/
done; (3) unique/ (3) unique/
their outputs) creatively creatively
(4) interesting; creatively creatively
done; done;
and done; done;
(4) interesting; (4) interesting;
(5) relevant to the (4) interesting; (4) interesting;
and and
topic given. and and
(5) relevant to (5) relevant to
(5) relevant to the (5) relevant to the
the topic the topic
topic given. topic given.
given. given.
One member of Two members of the More than three
Three members of
All members have the group did not group did not actively members of the
COLLABORATION the group did not
actively participated actively participate and group did not
(Level of participation actively participate
and contributed in participate and contributed to actively participate
between and among the and contributed to
completing the contributed to completing the and contributed to
members of the group ) completing the
assigned task. completing the assigned task. completing the
assigned task.
assigned task. assigned task.
TIMELINESS The group finished The group The group finished the The group finished The group finished
(Proper management of the assigned task at finished the assigned task for more the assigned task for the assigned task for
the allotted time in least a minute assigned task than a minute of the more than two more than three
completing the assigned before the allotted within the allotted time. minutes of the minutes of the
task) time. allotted time. allotted time. allotted time.

Rubrics on Assessing Essay ( EXTEND )

Indicator Very Good Good Fair Need
(20 pts) ( 15 pts) (10 pts) Improvement
(5 pts)
Quality of Piece was Piece was Piece had little The piece had no
Writing written in an written in an style or voice style or
extraordinary interesting style Gives some voice
style and voice and voice new Gives no new
Very Somewhat information information and
informative informative and but poorly very
and well-organized organized organized poorly organized

Grammar, Usage Virtually no spelling, Few spelling and Several spelling, So many spelling,
& Mechanics punctuation or punctuation errors, punctuation or punctuation and
grammatical errors minor grammatical grammatical errors grammatical errors
errors that it interferes
with the meaning

Rubrics on Assessing Task # 8 ( EXTEND )

Excellent Acceptable Needs Improvement Notes:
 
10 pts 8 pts 6 pts (N/A)
Overall Excellent
Appearance
The model is very well put
together.
Aesthetics The effort put into making
the model is clearly
apparent.
Aesthetics were
thoroughly considered
and prototype displays
craftsmanship and
proficient use of available
tools and resources.
Creativity/ Excellent
Innovation
Completely new idea or
significant improvement
upon existing technology.
Innovative.
Prototype demonstrates a
sophisticated use of the
engineer's design process
to develop a truly unique
solution.
Functionality Excellent
Prototype is fully
functional and meets the
criteria and constraints of
the project.
Prototype demonstrates
maximal effort with little
to no compromise of the
aesthetics of the product.
Apparent Excellent
Effort
Student's design was
difficult and finished the
model with a great
amount of effort and
problem solving.
Prototype demonstrates a
commitment inside and
outside of the classroom.
Demonstrates a significant
improvement upon
mockup design.
Relevance to Excellent
Audience
The project fulfills a
meaningful need.
Solves a real world
problem.
Apparent use of the
Acceptable
The model is assembled
properly.
The effort put into the
prototype is satisfactory.
Aesthetics were
considered, however there
are areas where lines,
edges, and components
could be tidied up or
better organized.
There is a satisfactory use
of tools and resources to
complete the prototype.
Acceptable
Minor improvement on
existing technology.
Moderately Innovative.
Prototype demonstrates
the satisfactory use of
engineer's design process
to develop or embellish
upon technology.
Acceptable
Prototype is partially
functional and meets
many, but not all, the
criteria and constraints of
the project.
Prototype demonstrates
satisfactory effort,
however the functionality
comes at the expense of
aesthetics.
Acceptable
Student put forth a good
amount of effort but the
model still looks like it
could have a little more
time spent on it.
Prototype demonstrates
that prototype was
worked on during class
time, only.
Demonstrates a moderate
improvement upon
mockup design.
Acceptable
The project fulfills a need.
Solves a problem that only
affects a handful of
people.
Cursory use of the
Needs Improvement Notes:
The model is poorly built and falls
apart.
The prototype lacks apparent
effort and consideration of
aesthetics. Lines are rough, edges
do not meet, and components are
not arranged in an organized
manner.
Prototype demonstrates a lack of
proficiency with tools and
resources.
Needs Improvement Notes:
No improvement upon existing
technology. Lacking innovation.
Prototype demonstrates that the
engineer's design process was not
used.
Needs Improvement Notes:
Prototype is not functional and
does not meet the the criteria or
constraints of the project.
Prototype demonstrates little
effort and neither functionality nor
aesthetics are achieved.
Needs Improvement Notes:
There was no effort apparent in
putting together the model. It was
constructed in the least amount of
time with easy construction
practices.
Prototype demonstrates that time
inside and outside of the
classroom was not spent
efficiently.
Demonstrates little to no
improvement upon mockup
design.
Needs Improvement
The project does not fulfill a need.
Solves a problem that only affects
oneself.
No apparent use of the engineer's
design process to identify a
 engineer's design process engineer's design process problem relevant to others.
of identify a problem to identify a problem
relevant to a significant relevant to a niche market.
audience.

Activity Sheet 1-Video Clip Analysis

Task 3 - Video Clip Analysis

Instruction:
 Watch a video clip titled : Free Electric: The Bicycle That Wants To Fix India’s Power Problem -
YouTube

1. Discuss and answer the guide questions with your group mates or you’re your partner. You
may write your final output on Cartolina or use PowerPoint presentation.

Guide Questions:

1. What is the video clip all about?

2. What is the most important concept you have learned from the video presentation?

REFERENCES

Adami, A.F. (2004). Enhancing students’ learning through differentiated approaches to

 teaching and learning: A Maltese perspective. Journal of Research in Special Educational

Needs, 4(2), 91-97.

Anderson, K.M. (2007). Differentiating instruction to include all students. Preventing School

Failure, 51(3), 49-54.

Bender, W.N. (2012). Differentiating instruction for students with learning disabilities:

New best practices for general and special educators (3rd Edition). Thousand Oaks, CA:

Crowin.

Brualdi, A. (1998). Gardner’s theory. Teacher Librarian, 26(2), 26

Lambert, N., & McCombs B. (1998). Learner-centered schools and classrooms as a direction

for school reform. In N. Lambert, & B. McCombs (Eds.) How students learn: Reforming

schools through learner-centered education.(pp.1-22). Washington, DC: American

Psychological Association.

Jonassen, D.H., & Reeves, T.C. (1996). Learning with Technology: Using computers as

cognitive tools. In Jonassen, D.H. (Ed). Handbook of research on educational

communications and technology (Vol.1.) (pp. 693-719). New York: Macmillan

Kent, T.W. & McNergney, R.F. (1999). Will technology really change education from

blackboard to web. Thousand Oaks, OCD: Corwin Press. Inc.

W.K. Adams. (2010). Student engagement and learning with PhET interactive simulations. Il

nuovo Cimiento. Societa Italiana di Fisica. (Pp 1-12)