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Chem q1 cg

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Chem q1

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Chem q1 cg

  1. 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 problemscritically, think innovatively/creatively, and make informed decisions to enhance the integrity and wellness of the human person, protect theenvironment 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. 1
  2. 2. 2010 SECONDARY EDUCATION CURRICULUM Integrative ChemistryGeneral 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: 2
  3. 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 -gasB. Colloid APPLICATION-Classification Recommends activities tobased on the community members in usingdispersed chemical systems to sustain qualityphase and life and protect the environment.continuousmedium 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 desiredII.Separation result in using the knowledge ofof 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 3
  4. 4. 2010 SECONDARY EDUCATION CURRICULUM Integrative ChemistryIII.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) 4
  5. 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 ofContent Performance Understanding Question Performance PerformanceThe learner Learners, Understanding Why is Active EXPLANATION Performancedemonstrates individually or the atomic there a involvement in assessment ofunderstanding of the in groups, structure is need to constructing Show how understanding the atomic involvement instructure of the atoms participate important in understand atomic structure of elements help in constructing modelsin determining their actively in identifying the structure determining their uses in life. of atomic structuresproperties, uses, and constructing properties of structure of models showing thetheir benefits to one’s atomic models elements which the atoms? showing the Criteria: properties of thehealth, industry, and that explain determine their properties of a. Thorough (explaining clearly that elements andenvironment. 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 5
  6. 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, askingIII. Atomic Number, properties, and uses of the questions, Atomic mass, element) discussing Isotopes ideas, offering APPLICATION constructive Produce atomic models based on criticisms, andIV. 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: 6
  7. 7. 2010 SECONDARY EDUCATION CURRICULUM Integrative Chemistry Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent 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 7
  8. 8. 2010 SECONDARY EDUCATION CURRICULUM Integrative Chemistry Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent 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) 8

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