1. 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.
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
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2. Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of
Content 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
asking
II. 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
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3. Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of
Content 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 )
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4. Quarter 2B – Gases
Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of
Content Performance Understanding Question Performance Performance
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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 (correct
a. Graham’s Law of INTERPRETATION use of scientific
Diffusion language)
b. Boyle’s Law Make sense of the information 3. Reliability
c. Charles’ Law gathered from investigations on (information is
d. 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
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6. APPLICATION ideas, offering
constructive
Use practically the information gained criticisms, and
from the discussions on behavior of summarizing
gases.
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)
PERSPECTIVE
Analyze the benefits derived from
different commercially available
gadgets developed from
understanding of the gas laws.
Criteria:
a. Insightful (providing several health
benefits derived from the products)
b. Credible (citing authoritative
sources)
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7. EMPATHY
Recognize how one would feel about
the use of gadgets developed from
understanding of the gas laws.
Criteria:
a. Perceptive (citing as many scientific
reasons as possible)
b. Responsive
(exhibiting how one reacts to the
situation)
SELF-KNOWLEDGE
Realize that the Kinetic Molecular
Theory (KMT) and gas laws help one
to 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)
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