Chem q2 cg


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Chem q2

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Chem q2 cg

  1. 1. General Standard: The learner demonstrates understanding of basic concepts and processes in Chemistry as deepened by other disciplines, to analyze/solve problems critically, thinkinnovatively/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. Quarter 2A – Periodicity of the Elements and Chemical Bonding Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level of Content Performance Understanding Question Performance Performance The learner Learners, The periodicity of Why is there a Construction of EXPLANATION Presentation of demonstrates individually or in elements and need to molecular models molecular models chemical bonding understand based on the Discuss the Modern Periodic Table, derived from the understanding of the groups, explain the periodicity of periodic trends, and chemical bonds. periodicity of the participate periodicity of periodicity of properties of elements and elements and elements and elements and chemical actively in Criteria substances and chemical bonding? chemical bonding chemical bonding bonding in the formation constructing their effects to relating its uses to a. Thorough (explaining all concepts relating its uses to of substances that affect molecular models one’s health, one’s health, and related principles) one’s health, one’s health, industry, derived from the and the environment. periodicity of industry, and the industry, and the industry, and the b. Clear (expressing with clarity all elements and environment. environment. concepts and related principles.) environment, chemical based on the c. Justified (providing depth and following criteria: I. The Modern Periodic bonding. breadth in the discussion) Table 1. Active INTERPRETATION • Periodic Trends Involvement Illustrate how to make sense of a. Electronegativity • Teamwork periodicity of the elements and (members work chemical bonds. b. Atomic size together; each Criteria member c. Ionization energy performs a a. Meaningful ( giving brief yet specific task) d. Metallic and non substantial discussion on the • Communication metallic property (members importance of these concepts.) communicate 1
  2. 2. Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance Performance b. Illustrative (using visuals or thought caricature to best present one’s processes and understanding of these concepts) strategies by askingII. Chemical Bonds c. accuracy (illustrating correctness) questions, discussing a. Ionic APPLICATION ideas, offering b. Covalent constructive Cite instances in life where knowledge criticisms, and about and skills in periodicity of c. Metallic summarizing elements and chemical bonding are discoveries as a used. result of the group’s Criteria involvement in a. Appropriate (illustrating how these constructing concepts are used at home, molecular school or community) models and their uses in b. Practical (discussing how these industry, concepts are easily used to benefit environment humankind.) and to one’s health) c. Efficient (expounding how time and resources are used productively and safely.) 2. Manifestation of PERSPECTIVE understanding of molecular Compare the uses of compounds models. based on their properties. Criteria a. Insightful (enumerating different 2
  3. 3. Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance Performance uses of compounds) b. Credible (using authoritative sources of information) EMPATHY Imagine if bonding does not exist between atoms, how would life be? Criteria a. Perceptive (citing as many scientific ideas or reasons as possible) b. Receptive (recognizing several options or reasons) SELF-KNOWLEDGE Realize the role of periodic trends and chemical bonding in substance formation and their effect to one’s health, industry, and the environment. Criteria a. Reflective (becoming aware of the uses of chemical bonding in substance formation) b. Responsive (reacting positively as a result of change in one’s view ) 3
  4. 4. Quarter 2B – Gases Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance Performance 4
  5. 5. The learner Learners ( individually) Understanding the Why is Presentation of a EXPLANATION Assessment of the demonstrates write documentary behavior of gases understanding the documentary report documentary report understanding of the report on concerns / as explained by the behavior of gases on concerns / issues Describe how the behavior of gases on concerns / issues behavior of gases and issues involving Kinetic Molecular important? related to the affects the survival of living organisms related to the its effects to one’s behavior of gases Theory (KMT) and behavior of gases and the quality of the environment. behavior of gases health and the affecting one’s health the Gas Laws affecting one’s based on the environment. and the environment. affecting the health and the Criteria: following criteria: survival of living environment. a. Clear (describing the effects of 1.Kinetic Molecular organisms and the gases to one’s health and the 1. Comprehensivene Theory (KMT) quality of the environment) ss (content has environment is b. Justified (providing depth and depth and 2.Gas Laws important. breadth of the scientific reasoning) complete) 2. Accuracy (correcta. Graham’s Law of INTERPRETATION use of scientific Diffusion language)b. Boyle’s Law Make sense of the information 3. Reliabilityc. Charles’ Law gathered from investigations on (information isd. Combined Gas health and environmental issues consistent with Laws` concerning gases. authoritative sources) Criteria: 4. Communication a. Meaningful ( making justifications (Learners on the data presented) communicate b. Illustrative (discussing accurately thought and comprehensively the details of processes and information) strategies by asking questions, discussing 5
  6. 6. APPLICATION ideas, offering constructiveUse practically the information gained criticisms, andfrom the discussions on behavior of summarizinggases. discoveries)Criteria:a. Practical (customizing the use of information)b. Appropriate (using the gas laws in daily life activities correctly)c. Effective (discussing the expected results that can be achieved after using these information)PERSPECTIVEAnalyze the benefits derived fromdifferent commercially availablegadgets developed fromunderstanding of the gas laws.Criteria:a. Insightful (providing several health benefits derived from the products)b. Credible (citing authoritative sources) 6
  7. 7. EMPATHYRecognize how one would feel aboutthe use of gadgets developed fromunderstanding of the gas laws.Criteria:a. Perceptive (citing as many scientific reasons as possible)b. Responsive (exhibiting how one reacts to the situation)SELF-KNOWLEDGERealize that the Kinetic MolecularTheory (KMT) and gas laws help oneto become health conscious.Criteria:a. Reflective (becoming aware of how one’s thought are influenced by certain factors like accidents which happen because of neglect)b. Responsive (reacting positively from one’s understanding of the Gas Laws) 7