1st year teacher's guide

8/2/2019 1st Year Teacher's Guide

1/22

2010 SECONDARY EDUCATION CURRICULUMCareer Pathways in Technology and Livelihood Education

INDUSTRIAL ARTS ELECTRICAL TECHNOLOGY I

Career Pathways Technology and Livelihood EducationINDUSTRIAL ARTS ELECTRICAL TECHNOLOGY I

General Standard: The learner demonstrates understanding of his/herPersonal Entrepreneurial Competencies (PECs), theenvironment and market as well as theprocesses/production and delivery of providing qualityproducts/services in Electrical Technology I.


2/22



Quarters 1 and 2: BasicElectrical Gadgets

Topic: Personal EntrepreneurialCompetencies (PECs)

Time Frame: 5 days

STAGE 1Content Standard:

The learner demonstrates understanding of PersonalEntrepreneurial Competencies (PECs) as electrical shopaide

Performance Standard:The learner prepares a plan of action that addresses his/her development areas based on his/her PECs andimproves further his/her areas of strength

Essential Understanding:Successful entrepreneurs continuously develop andimprove their PECs

Essential Question/s:How does one ensure success in a chosen career?

Learners will know:

Personal Entrepreneurial Competencies (PECs)

Characteristics Attributes Lifestyles

Skills Traits

Successful entrepreneur/practitioners in thecommunity

Learners will be able to:

Assess their PECs vis--vis:

Characteristics Attributes Lifestyles

Skills Traits

Compare ones PECs with that of the entrepreneur/practitioner

Make necessary alignment of PECsSTAGE 2

Product or Performance Task

Evidence at the level of

Understanding PerformancePlan of action that addressespersonal- Areas of development based on

ones PECs, and

Learners should be able todemonstrate understanding coveringthe six (6) facets of understanding:

Assessment of the plan of actionbased on the following criteria: Comprehensiveness of personal

plan on areas of development;

2


3/22



Strengths needing furtherimprovement

Describe your PECs focusing onstrengths and developmental areas.Criteria:

Comprehensiveness (shouldinclude characteristics, attributes,etc.)

Clarity

Conciseness

Compare your PECs with those of asuccessful practitioner.Criteria:

Objectivity Details/focus

Conclusiveness Illustration

Apply ones PECs in pursuing achosen entrepreneurial activity.Criteria:

Efficiency/effectiveness

Level of competence Level of confidence

Attitude/behavior

Express your thoughts on theimportance of PECs from theviewpoint of a seasonedentrepreneur.

appropriateness of strategies interms of addressing personal areasof development based on ones

PECs and improving further onesareas of strength doability

3


4/22



Criteria:

Validity Relevance

Critical Plausibility Sensitivity

Express your feelings if you are anentrepreneur who finds difficulty incoping with the PECs of a chosencareer.Criteria:

Openness Objectivity

Sensitivity

Assess your level of confidence asprospective entrepreneur in basicelectrical gadgets.Criteria:

Reflectiveness/insightfulness Depth

ObjectivitySTAGE 3

Teaching-Learning Sequence:

Personal Entrepreneurial Competencies (PECs)Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics,attributes, lifestyles, skills, or traits that make a person different from others. When one possesses these

4


5/22



competencies, he/she may become ready to face the challenges of starting a business.

1. EXPLORE

Ask learners to name people in the community who are successful in their business Why are they successful?

Do you wish to be like them?

Explain to learners the importance of assessing their PECs. Guide learners in assessing their PECs based on the following:

Character Attribute

Lifestyle Skills

Traits(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number ofstudents in class).

Assist learners in analyzing and interpreting the results of the assessment of their PECs. Ask EQ to draw out the initial understanding of learrner about how entrepreneurs succeed in their

chosen career. The teacher may distribute meta cards for students to write their answers. These may beposted on the wall and revisited during the Firming-up.

2. FIRM UP

In order to firm up their understanding, learners may be asked to work individually or in groups incollecting information about how entrepreneurs succeed in their chosen careers. Some suggested activities:interview with successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, videodocumentaries of successful entrepreneurs, web searching, etc.

Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities anddifferences among successful entrepreneurs in the following aspects: characteristics, traits, attributes,lifestyles, skills.

5


6/22



Have learners reflect/rethink their understanding of how entrepreneurs succeed in their chosen field.Refer learners to their answers posted on the wall.

Process learners learning and checks it against EU.

Check learners understanding against the content standard.

3. DEEPEN

Have learners align their PECs with those of a successful entrepreneur of their choice. Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do

with them.

Ask learners to express the EU. Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)

4. TRANSFER

Have learners prepare a plan of action that addresses their areas of development and strength based ontheir PECs.

Assess learners plan of action based on the criteria provided in Stage 2 (assessment at the level ofperformance)

6


7/22




Topic: Environment and Market Time Frame: 10 days


The learner demonstrates understanding of environmentand market that relates with career choice in basicelectrical gadgets

Performance Standard:The learner formulates a business idea based on theanalysis of environment and market

Essential Understanding:Ones choice of entrepreneurial activity is influenced bythe needs and wants of consumers

Essential Question/s:How does one select an entrepreneurial activity to bepursued?

Learners will know: Environment and Market

Consumers needs and wants

industry that relates with a career choice product/service that satisfies the needs and wants

of customers

Learners will be able to: conduct SWOT analysis seek and seize business opportunity

STAGE 2

Product or Performance TaskEvidence at the level of

Understanding PerformanceFormulation of a business idea based

on the analysis of the immediateenvironment and market

Learners should be able to

demonstrate understanding coveringthe six (6) facets of understanding:

Explain the importance of theimmediate environment and marketin identifying business opportunities.

Assessment of the formulated

business idea based on the followingcriteria: profitability/feasibility

practicality responsiveness to consumer needs

7


8/22


9/22



Relevance Insightfulness

Express their feelings whenentrepreneurs offer the same type ofbusiness in the immediate localityand town/city.Criteria:

Objectivity

Tactfulness Persuasiveness

Sensitivity Open-mindedness

Self-assess ones level ofconfidence in formulating businessideas.Criteria:

Reflective

Insightfulness Objectivity

STAGE 3Teaching-Learning Sequence:

Environment and MarketEntrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, andsocial conditions prevailing in the community. Needs and wants of people in a certain community that are not metby existing business establishments may be considered as business opportunities. Identifying the needs of the

9


10/22



community, its resources, available local specialized skills and appropriate technology can help a newentrepreneur in seizing a business opportunity.

1. EXPLORE

Guide learners in assessing their prior knowledge on environment and market as an entrepreneurial lens ingenerating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learningtools.

Have learners assess their immediate environment and market to determine the existing industries, needsand wants of target market with the use of the following:

Survey questionnaire;

Interview guide; Checklist, etc.

SWOT analysis Ask EQs to draw out their understanding of environment and market in generating business ideas. Consider

learners responses as tentative EUs that they need to explore further.

2. FIRM UP

Lead learners in analyzing the assessment conducted on the environment and market inthe immediate locality andtown/city.

Assist learners in conducting a community mapping to identify business establishments or industries in the immediatelocality and town/city.

Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activitysuch as: interview, survey, community mapping, etc.

Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target

market. Ask learners to do supplementary reading and other compensatory activities to support the information presented.

3. DEEPEN

Ask learners to interview a seasoned entrepreneur to gather salient information as regards the manner he/she wasable to seize a business opportunity.

10


11/22



Compare whether the information collected during the interview will complement/harmonize with their skill informulating business ideas.

Assess the learners level of understanding; Refer to the assessment in Stage 2.

4. TRANSFER

Ask learners to formulate business ideas as a result of the SWOT analysis of environment and market.

Assess learners business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance)

11


12/22




Topic: Assembling of HeavyDuty Extension Cord, LampShade, Water Heater andContinuity Tester and Test Light

Time Frame: 75 days


The learner demonstrates understanding of the

concepts and underlying principles of process anddelivery in the production of basic electrical gadgets.

Performance Standard:The learner produces quality, innovative and marketable

basic electrical gadgets based on the local marketstandardsEssential Understanding:Assuring the quality of basic electrical gadgetguarantees marketability and profitability.

Essential Question/s:Why does one need to assure the quality, profitabilityand marketability of basic electrical gadgets?

Learners will know:

the electron theory of matter common sources of electricity

importance of electricity in the community,workplace, office, home, etc.

electrical tools, equipment and instruments common electrical devices and materials

conductors and insulators electrical splices and joints

the Ohms Law

Learners will be able to:

discuss the electron theory of matter and relate it tothe flow of electrons in a conductor

discuss the importance of electricity and its sources

use appropriate tools and equipment for specific

electrical task use appropriate electrical devices and materials for a

specific electrical work classify appropriate conductors and insulators for a

particular electrical gadgets

make different splices and joints commonly used in

12


13/22



types of electrical circuit common electrical symbols

electrical safety precautions

preparing project plan procedure in assembling basic electrical gadgets:

- heavy duty extension cord- lamp shade- water heater- continuity tester and test light

electrical wiring installation

compute for current, voltage and resistance of acircuit

make different electrical circuit based on givendiagram

draw accurate electrical symbols for a specific wiringdiagram

apply safety precautions while performing electricaljob

perform underwriters knot used in assemblingextension cord and lamp shade

develop a project plan of the following:- heavy duty extension cord- lamp shade- water heater- continuity tester and test light

assemble basic electrical gadgets based on approvedworking plan- heavy duty extension cord- lamp shade- water heater- continuity tester and test light

assure the quality of basic electrical gadgetsSTAGE 2

Product or Performance Task Evidence at the level ofUnderstanding Performance

Producing of quality, innovative andmarketable basic electrical gadgetsbased on manufacturers standards

Learners should be able to articulateand manifest the six (6) facets ofunderstanding:

Assessment on the production ofquality, innovative and marketablebasic electrical gadgets based on the

13


14/22



Discuss the steps in assembling thefollowing:

Heavy duty extension cord Lamp shade

Water heater

Continuity tester and test light

Criteria:

Clarity of content

Completeness Accuracy/conciseness

Delivery/presentation

Interpret the diagrams of basicelectrical gadgets.Criteria:

Clarity of description Accuracy/conciseness

Delivery/presentation

Assemble basic electrical gadgetsbased on a given diagram.Criteria:

Quality (Accuracy, Workmanship) Design (Creative, Innovative)

Use of appropriate tools andmaterials

Safety work habits

following criteria:

Product design (creativity,innovativeness)

Quality (accuracy, workmanship)

Functionality

Marketability Use of appropriate tools and

materials

Housekeeping and maintenance Observance of safety measures

Time management

14


15/22



Time management

Analyze the outcomes and qualityof basic electrical gadgets made withproject plan.Criteria:

Quality

Functionality

Cost of production Time elementExpress ones feelings if the basicelectrical gadgets were rejectedbecause of poor quality.Criteria:

Openness Perception

Tactfulness

Sensitivity of ones feelings

Self-asses the basic electricalgadgets have assembled correctly?Criteria:

Depth of learning experience

Reflectiveness Objectivity

STAGE 3Teaching-Learning sequence:

15


16/22



Basically, electrical gadgets are devices that serve as the passage of electric current or it could be currentconsuming devices, which help us make our works convenient, easier, lighter and faster. They are categorized ashigh-tech or basic depending on how they are made, their functions and their uses. One must have competence;available tools, materials and equipment; and entrepreneurial skill in order to produce a quality, innovative andmarketable products.1. EXPLORE

Orient learners on the following; CP-TLE Framework Electrical Technology I Quarters 1 & 2

Content Standard:- The learner demonstrates understanding of the concepts and underlying principles of process

anddelivery in the production of basic electrical gadgets.

Performance Standard:- The learner produces quality, innovative and marketable basic electrical gadgets based on the local

Essential Performance:- Assuring the quality of basic electrical gadget guarantees marketability and profitability.

Essential Question/s:- Why does one need to assure the quality, profitability and marketability of basic electrical gadgets?

Assessment- at the level of understanding using the six facets of understanding

Explaining

Interpreting Applying

Sharing perspective

Showing empathy Revealing self knowledge

- at the level of performance using performance rubrics

Product design (creativity, innovativeness) Quality (accuracy, workmanship)

16


17/22



Functionality Marketability Use of appropriate tools and materials

Housekeeping and maintenance

Observance of safety measures

Time management Guide learners in taking a diagnostic test to identify their prior knowledge and skills, including

misconceptions if any assembling basic electrical gadgets using paper and pencil test Guide learners in understanding the concepts and underlying principles of process and delivery in

assembling basic electrical gadgets Show pictures/video clippings of the sample basic electrical gadgets. (refer to the illustrations)

17

Sample Basic Electrical Gadgets - Extension

Water Heaters


18/22



Process learners understanding on the observation made during the presentation of pictures of basicelectrical gadgets.

Guide learners in identifying basic electrical gadgets used in the community, workplace, homes and otherplaces and assist them in understanding the relevant function of these devices (see attachment D).

Assist learners in observing electronics and electrical shops in the community selling/producing basicelectrical gadgets.

Guide learners in viewing pictures/video presentation of the different electrical tools, equipment, andgadgets. Let them answer the following questions:

What are the general classification of tools and equipment? What are the tools and equipment used in the following tasks:

- Cutting- Driving- Measuring

- Boring

18

Lamp ShadesContinuity Tester and Test Light


19/22



- Splicing

Encourage learners in raising issues and concerns relative to the production of quality electrical gadgets: Kinds of electrical materials to be used

Safety of end-users

Cost of production Unlocking of difficulties and misunderstanding by asking leading question.

Draw learners initial understanding by asking essential question: Why does one need to assure quality,profitability and marketability of basic electrical gadgets?

2. FIRM UP

Assist learners in understanding the movement of electrons in the electron theory. Compare it to the flow ofelectrons in a conductor using:

mock-up pictures video presentations

Guide learners in viewing pictures/ video presentations of the different power plants used in generatingelectric power. Lead them in answering the following questions: What is the most common source of electricity in our country?

Which among the power plants presented is the safest and environment friendly? Why? Cite the advantages and disadvantages of using nuclear power plant as our source of electricity.

Process learners understanding on the observation made during the presentation.

Assist learners in manipulating the different electrical tools and equipment properly. Have students classify electrical devices and materials, using the appliances available in the classroom/shop

and at home. Have learners observe in a simulation activity that would help them understand the properties of conductorsand insulators. Use a simple circuit model having 12 volts source, wire, switch and a lamp. Ask the learnersto replace the materials like copper, rubber, wood iron, etc. (see attachment E)

Assist learners in making electrical splices and joints using different sizes of conductors. Lead learners in understanding the relationship among voltage, current and resistance in Ohms Law.

19


20/22



Guide learners in the computation of total resistance, current and voltage in the following circuits: simple

series

parallel series-parallel

Assist learners in reading electrical symbols in a given electrical plans or wiring diagrams. Show to learners a picture or video presentations that reveal the importance of safety measures and

precautions in a workplace. Ask the students the following questions:

Why do electricians wear gloves/shoes while working? Why do we need to clean the classroom/shop before and after the work?

What will you do to appliances which are not in use?

How important are the safety precautions and measures to you? Have learners develop a project plan with the following parts:

Title/ name of the project Objective/purpose

Working drawing/schematic diagram

Materials needed Tools and equipment needed

Cost of production (bill if materials and cost of labor) Procedure

Progress chart Remarks

Assist learners in familiarizing with the procedures in assembling basic electrical gadgets.

Assess the learners understanding using formative evaluation. Have learners reflect on their learning,analyze what and how they will use their understanding.

3. DEEPEN

20


21/22



Invite successful electrical practitioner. Have the learners ask questions about how they manage to honetheir skills. Ask the learners to answer the following questions: What have you learned from our resource person?

How the resource person develop his /her skill which makes him/her successful?

How did he/she influence your interest in your studies? Encourage learners to ask questions that will clarify certain issues.

Have learners apply the procedure in assembling innovative and marketable basic electrical gadgets such as:o Extension cordo Water heatero Lamp Shadeo Continuity tester and test light

Encourage learners to critique the products of their classmates. Assess learners understanding on assembling basic electrical gadgets using summative test.( Refer to Stage

2 Assessment at the Level of Understanding)

4. TRANSFER

Have learners produce quality and marketable electrical gadgets. Have learners put a display/exhibit of electrical gadgets.

Have learners market their products/ services in the community. Have learners participate in assembling basic electrical gadgets skills contest.

Assess learners at the level of performance using the criteria in stage 2.

RESOURCES (Website, Software, etc.)1. Internet Wikipedia2. Interactive/Animated CD

21


22/22



Materials/Equipment Needed:1. Pre/post assessment (written and performance test) in Electrical Technology 1- Quarters 1 & 22. Handbook on Electrical ,Technology3. Manual of Specification and procedure

22

1st year teacher's guide

Documents