Chem q1

1. 2010 SECONDARY EDUCATION CURRICULUM
Integrative Chemistry
SECONDARY EDUCATION CURRICULUM
(SCIENCE)
Program Standard: The learner demonstrates understanding of basic Science concepts and processes in an integrative way to solve problems
critically, think innovatively/creatively, and make informed decisions to enhance the integrity and wellness of the human person, protect the
environment and conserve resources in order to sustain quality life.
General Standard General Standard General Standard General Standard
First Year Second Year Third Year Fourth Year
Integrated Science Integrative Biology Integrative Chemistry Integrative Physics
The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of fundamental understanding of basic concepts and understanding of basic concepts and understanding of basic concepts and
concepts and processes in, processes in Biology as deepened by processes in Chemistry as deepened processes in Physics as deepened by
Chemistry, Physics, Space Science other disciplines, to analyze/solve by other disciplines to analyze/solve other disciplines to analyze/solve
and Ecology in an integrative way to problems critically, think problems critically, think problems critically, think
analyze/solve problems critically, innovatively/creatively, and make innovatively/creatively, and make innovatively/creatively, and make
think innovatively/creatively, and informed decisions to enhance the informed decisions to enhance the informed decisions to enhance the
make informed decisions to enhance integrity and wellness of the human integrity and wellness of the human integrity and wellness of the human
the integrity and wellness of the person, protect the environment and person, protect the environment and person, protect the environment and
human person, protect the conserve resources in order to conserve resources in order to conserve resources in order to sustain
environment, and conserve resources sustain quality life. sustain quality life. quality life.
in order to sustain quality life.
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2. 2010 SECONDARY EDUCATION CURRICULUM
Integrative Chemistry
General Standard: The learner demonstrates understanding of basic concepts and processes in Chemistry as deepened by other disciplines, to analyze/solve
problems critically, think innovatively/creatively, and make informed decisions to enhance the integrity and wellness of the human person, protect
the environment and conserve resources in order to sustain quality life.
Integrative Chemistry
Quarter 1A – Chemical Systems
Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential At the level of
Product/
Performanc Understandin Understanding Performance
Content Question Performance
e g
The learner Learners, in Understandin Why is Active EXPLANATION Performance assessment of active
demonstrates groups, g the key understanding involvement involvement in community-initiated
understanding participate concepts of the key in Show how understanding the activities that are beneficial to one’s
of the key actively in chemical concepts of community- classification and properties of health, industries, and to the
concepts of community- systems, its chemical initiated chemical systems is used to environment based on the following
chemical initiated classification, systems, its activities to determine their beneficial uses in criteria:
systems, its activities composition, classification, help solve health, industries and the
classification, that are and composition, problems environment. 1. Active involvement
composition, beneficial to properties is and related to the
properties, one’s important in properties effects of Criteria: • Team work (every member has a
and their health, relating their important? chemical A. Thorough (discussing in-depth specific task to perform)
benefits to industries, beneficial systems to content and comprehensive ) • Communication (members
one’s health, and to the uses in one’s health, B. Clear (expressing with clarity communicate thought processes and
industry, and environment health, industry and the effect of chemical systems strategies by asking questions,
the . industries, the to health, industries, and the discussing ideas, offering constructive
environment. and the environment environment) criticisms, and summarizing the
environment. to sustain group’s involvement in the community
I.Mixtures quality life. INTERPRETATION activities).
A. Solution Illustrate the beneficial effects of 2. Manifestation of understanding the
- Classific chemical systems to health, classification of chemical systems.
ation industries, and the environment.
based
on Criteria:
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3. 2010 SECONDARY EDUCATION CURRICULUM
Integrative Chemistry
solute A. Meaningful (showing
and relationships of composition,
solvent properties, and uses)
used B. Illustrative (discussing reliable
-solid information/data)
-liquid
-gas
B. Colloid APPLICATION
-
Classification Recommends activities to
based on the community members in using
dispersed chemical systems to sustain quality
phase and life and protect the environment.
continuous
medium used Criteria:
- gel A. Appropriate (proposing ways on
- sol how to utilize the chemical
- aerosol systems in enhancing and
- foam sustaining quality life)
B. Practical (suggesting ways of
doing the proposal easily)
C. Effective (achieving the desired
II.Separation result in using the knowledge of
of mixtures chemical systems)
- Decantat
ion PERSPECTIVE
- Filtration Analyze the beneficial effects of the
- Chromat community-initiated activities in
ography relation to health, industries, and the
- Simple environment.
distillatio
n Criteria:
- Fraction A. Insightful (providing several
al benefits of applying chemical
distillatio systems to one’s health,
n industries and the environment)
- Crystalli B. Credible (citing authoritative
zation sources of information)
- Scoopin
g EMPATHY
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4. 2010 SECONDARY EDUCATION CURRICULUM
Integrative Chemistry
III.Substances Acknowledge how one would feel
• Elements about the use of chemical systems
- Biologic in promoting quality life.
al
element Criteria:
s A. Receptive (accepting that one
- Industria should uphold the value of
l respect for life while applying the
element key concepts of chemical
s systems to sustain quality life)
B. Responsive (exhibiting the tasks
• Compoun of a chemist to improve life and
ds preserve the environment)
- Biologic
al SELF-KNOWLEDGE
compou
nds Realize one’s contribution to
- Industria improve life and preserve the
l environment.
compou
nds Criteria:
A. Reflective (becoming aware of
one’s contribution to improve life
and preserve the environment)
B. Responsive (reacting positively
as a result of changing one’s
thought or view)
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5. 2010 SECONDARY EDUCATION CURRICULUM
Integrative Chemistry
Quarter 1B – Atomic Structures
Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of
Content Performance Understanding Question Performance Performance
The learner Learners, Understanding Why is Active EXPLANATION Performance
demonstrates individually or the atomic there a involvement in assessment of
understanding of the in groups, structure is need to constructing Show how understanding the atomic involvement in
structure of the atoms participate important in understand atomic structure of elements help in constructing models
in determining their actively in identifying the structure determining their uses in life. of atomic structures
properties, uses, and constructing properties of structure of models showing the
their benefits to one’s atomic models elements which the atoms? showing the Criteria: properties of the
health, industry, and that explain determine their properties of a. Thorough (explaining clearly that elements and
environment. the properties uses in one’s the elements the atomic structure determines explaining their
of elements health, and explaining the properties and uses of the uses based on the
I. Development of the and their uses. industry, and their uses. elements) following criteria:
Modern Concept of the b. Clear (expressing with clarity the 1. Active
the structure of the environment . relationship of the atom structure Involvement
atom to its properties and uses that
- Democritus enhance the integrity and quality • Teamwork
- Thomson of life) (members work
- Dalton together; each
- Rutherford INTERPRETATION member
- Bohr Evaluate models of atoms showing performs a
its relationship to the properties and specific task)
II. Sub-atomic uses of the element. • Communication
Particles (members
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6. 2010 SECONDARY EDUCATION CURRICULUM
Integrative Chemistry
Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of
Content Performance Understanding Question Performance Performance
- Proton Criteria: communicate
- Neutron a. Meaningful (showing thought
- Electron relationships of the structure, processes and
properties, and uses) strategies by
b. Illustrative (relating the structure, asking
III. Atomic Number, properties, and uses of the questions,
Atomic mass, element) discussing
Isotopes ideas, offering
APPLICATION constructive
Produce atomic models based on criticisms, and
IV. Electronic the knowledge on atomic structure in summarizing
Configuration relation to its properties and uses discoveries as a
to sustain quality life and protect the result of the
environment. group’s
involvement in
Criteria: constructing
a. Appropriate (proposing ways on atomic models
how to utilize the properties of the and
elements based on their atomic presentations of
structure in enhancing and properties of the
sustaining quality life) elements and
b. Practical (suggesting ways on their
how this proposal can be done relationships)
easily)
c. Effective (achieving the desired 2. Creativity
result in doing the proposal) (atomic
structure
PERSPECTIVE model)
Analyze the benefits derived from - Design
understanding atomic structure, its - Accuracy
properties, and uses to industry,
environment, and to one’s health.
Criteria:
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7. 2010 SECONDARY EDUCATION CURRICULUM
Integrative Chemistry
Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of
Content Performance Understanding Question Performance Performance
a. Insightful (providing the benefits
derived from understanding atom
structure)
b. Credible (citing authoritative
sources of information)
c. Reflective of critical thinking
(combining research and
balanced judgment to choose the
most appropriate use of the
elements)
EMPATHY
Acknowledge one’s point of view
regarding the use of atoms to
enhance the integrity and wellness
of the human person and sustain
quality life.
Criteria:
a. Perceptive (recognizing the
dilemma or problem that one
faces in using the
atoms/elements)
b. Responsive (exhibiting how one
will react to the said situation)
SELF-KNOWLEDGE
Reflect how one can enhance the
integrity and wellness of one’s life as
well as sustain quality life based on
one’s understanding of the atomic
structures.
Criteria
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8. 2010 SECONDARY EDUCATION CURRICULUM
Integrative Chemistry
Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of
Content Performance Understanding Question Performance Performance
a. Reflective (becoming aware of
one’s integrity and wellness and
quality life based on his
understanding)
b. Responsive (reacting positively as
a result of developing this
awareness)
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