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Sample Curricula Bachelor of Secondary Education PDF
Sample Curricula Bachelor of Secondary Education PDF
GENERAL PROVISIONS
These sample or suggested curricula are based on the existing 10-year basic education
system and on the existing GE program. They reflect the reform towards Outcomes-Based
Education but not the K to12 Reform. The latter shall be addressed subsequently.
PROGRAM SPECIFICATIONS
I. PROGRAM DESCRIPTION
C. Program Goals:
Bachelor of Elementary Education
The BEEd is designed to meet the needs of professional teachers for elementary
education schools, who are generalists and who can teach across the different learning
areas.
E. Allied Fields:
Teacher education is an applied discipline which draws from many of the basic disciplines
in the social sciences (Psychology, Sociology, Anthropology, Economics, Political
Science, Applied Linguistics, History, etc.), the Science and Technology Fields (Biology,
Chemistry, Physics, Mathematics, Engineering, Information Technology, etc.), and the
Humanities and related fields (Languages, Literature, Philosophy, Journalism, etc.).
The minimum standards for the BEEd and BSEd programs are expressed in the following
minimum set of learning outcomes:
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5. preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)
A PHEI, at its option, may adopt mission-related program outcomes that are not
included in the minimum set.
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Program outcomes Performance indicators
Common to Teacher
Education
1. Articulate the relationship of Generate opportunities for reflection on historical, social,
education to larger historical, cultural and political processes as they affect the day to day
social, cultural and political lives of the students.
processes. (NCBTS Domain
1-Social Regard for Learning)
2. Facilitate learning using a Actively engages students to sustain interest in the subject
wide range of teaching matter.
methodologies in various Implements learner-friendly classroom management
types of environment. procedures and practices.
(NCBTS Domain 2-Learning
Environment)
3. Develop alternative teaching Use varied teaching methodologies appropriate for diverse
approaches for diverse learners.
learners. (NCBTS Domain 3- Evaluate current teaching approaches and innovate based on
Diversity of Learners) learners’ needs.
4. Apply skills in curriculum Implement and evaluate the curriculum.
development, lesson Effectively write and carry out the lesson plan with mastery.
planning, materials Deliver interesting lessons with congruent objectives, subject
development, instructional matter, teaching- learning activities, materials and
delivery and educational assessment procedures.
assessment. (NCBTS Domain
4-Curriculum)
5. Demonstrate basic and higher Source and organize data and information concerning
levels of thinking skills in teaching and learning.
planning, assessing and Analyze and interpret data and information using appropriate
reporting. (NCBTS Domain 5- tools and procedures.
Planning, Assessing & Compose and disseminate properly well-written reports
Reporting) (progress reports, assessment, official communications,
among others).
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2. Exhibit comprehensive Discuss and share insights on the subject area's learning
knowledge of various goals, instructional procedures and content in the
learning areas in the elementary curriculum.
elementary curriculum. Facilitate collaboration among diverse learners.
2. Exhibit comprehensive Discuss and share insights on the subject area's learning
knowledge of various goals, instructional procedures and content in the
learning areas in the secondary curriculum.
secondary curriculum. Facilitate collaboration among diverse learners.
IV. CURRICULUM
Sample Curriculum for BEEd and BSEd (Components: General Education, Core
Courses, Electives, etc.)
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Child and Adolescent Development 3
Facilitating Human Learning 3
Social Dimensions of Education 3
The Teaching Profession 3
Methods and Strategies
Principles of Teaching 1 3
Principles of Teaching 2 3
Assessment of Student Learning 1 3
Assessment of Student Learning 2 3
Educational Technology 1 3
Educational Technology 2 3
Curriculum Development 3
Developmental Reading 1 3
Developmental Reading 2 (for BEEd only) 3
Field Study Courses
Field Study 1 1
Field Study 2 1
Field Study 3 1
Field Study 4 1
Field Study 5 1
Field Study 6 1
Practice Teaching 6
Special Topics
Special Topic 1 1
Special Topic 2 1
Special Topic 3 1
Specialization Courses in the BEED (Enhanced Content) 57 units
Science 12
Mathematics 12
English 12
Filipino 6
Social Studies 6
Music, Arts, and Physical Education 3
Home Economics and Livelihood Education 3
Values Education 3
Specialization Courses in the BSEd 60 units
Mathematics 60
Physical Sciences 60
Natural Sciences 60
English 60
Filipino 60
Social Studies 60
Values Education 60
Technology Education 60
Music, Arts, Physical and Health Education 60
Islamic Studies 60
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Professional Education Courses 54 Units
Specialization Courses 57 Units
TOTAL 174 Units
Summary of Units (BSED)
General Education Courses 63 Units
Professional Education Courses 51 Units
Specialization Courses 60 Units
TOTAL 174 its
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Humanities 3 Rizal 3
The Teaching 3 Literature 2 3
Profession
Specialization 17 3 Social Dimensions of 3
Education
Practice Teaching 6 Developmental 3
Reading 2
Special Topic 3 1
Specialization 18 3
Specialization 19 3
TOTAL 15 TOTAL 19
2. Distribution of Courses for BSEd (Sample based on CMO No. 30, Series of 2004)
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TOTAL 21 TOTAL 21 TOTAL 9
FOURTH YEAR
Courses Units Courses Units Courses Units
Humanities 3 Rizal 3
The Teaching 3 Literature 2 3
Profession
Specialization 17 3 Social Dimensions of 3
Education
Practice Teaching 6 Special Topic 3 1
Specialization 18 3
Specialization 19 3
Specialization 20 3
TOTAL 15 19
PO2
PO3
PO4
PO5
PO6
PO7
PO1
PO2
PO3
PO4
PO1
PO2
PO3
PO4
Education
Theories and Concepts
Child and
Adolescent I I I I I I I I I I I I I I I
Development
Facilitating Human
I I I I I I I I I I I I I I I
Learning
Social Dimensions
I I I I I I I I I I I I I I I
of Education
The Teaching
I I I I I I I I I I I I I I I
Professions
Methods and Strategies
Principles of
I I I I I I I I I I I I I I I
Teaching 1
Principles of
I I I P I I I I I P I I I P I
Teaching 2
Assessment of
I I I I I I I I I I I I I I I
Student Learning 1
Assessment of
I I I P I I I I I P P I I P P
Student Learning 2
Educational
I I I I I I I I I I I I I I I
Technology 1
Educational
I I P P I I I I I P I I I P I
Technology 2
Curriculum
I I I P I I I I P I I I P I I
Development
Developmental
I I I I I I I I I I I I I P P
Reading 1
Developmental
Reading 2 (for P P P P P P P P P P P
BEEd only)
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Field Study Courses
Field Study 1-6 I I I I I I I I I I I I I I I
Practice Teaching D D D D D D D D D D D D D D D
Special Topics 1-
I P I P I I I P P I I P P I I
3
BEED Content
I P I P I I I P P I I P P I I
Courses
BSED Content
I P I P I I I P P I I P P I I
Courses
Legend: I-Introduced (The student gets introduced to concepts/principles
P-Practiced (The student practices the competencies with supervision)
D-Demonstrated (The student practices the competencies across different
settings with minimal supervision)
9|Page
ANNEX A
SAMPLE COURSE SYLLABUS
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UNIT II: FACTORS THAT AFFECT READING
I. INTRINSIC FACTORS
A. Physical/ Physiological
1. Visual Adequacies
2. Hearing Adequacies
3. Perceptual Factors
B. Psychological
1. Learning styles
2. Multiple Intelligences
C. Emotional
1. Self Concept and Motivation Theories
2. Reading Interests
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Desired Learning Outcomes Course Content/ Textbooks/ Teaching and Learning Assessment Task Resource Time
(DLO) Subject Matter References Activities (TLAs) (ATs) Materials Table
- A developmental process B. Reading as a language process of reading skills Flowchart of
- A skill 1. Components of language reading skills
2. Theories of language acquisition sample activities/
2. identified specific classroom 3. Oral language and literacy exercises produced
scenarios to illustrate correct development
interpretation of the nature of and
concepts about reading C. Reading as a Cognitive Process
1. Concept development and Reading
3. identified and mapped out the D. Reading as a Psychosocial process
skills and characteristics of a 1. Personality Theories and Reading
reader at each developmental 2. Social-emotional problems and
reading stage Reading
E. Reading as a developmental Process
4. constructed sample activities/ 1. Fries’ Stages of Reading
exercises to develop global 2. Chall’s Stages of Reading
reading skills of: F. Reading as Skill/Skills
- word recognition 1. Global reading skills and subskills
- comprehension 2. Integration: the Key process
- study skills
At the end of the unit, the Unit 2: Factors that Affect Reading Harris and Sipay Brainstorming Written Quizzes Projectors 12 hours
students must have: (1985). How to
I. Intrinsic Factors Increase Reading Panel Discussion Facilitation of Charts
1. identified and distinguished the A. Physical/ Physiological Ability assigned topics
intrinsic and extrinsic factors 1. Visual Adequacies Reciprocal teaching Manila
affecting acquisition of reading 2. Hearing Hermosa, N. (2002). Group reports paper/cartolina
skills Adequacies The Psychology of Role Playing/ talk show
3. Perceptual Factors Reading. Philippines: A Matrix of the marking pens
2. cited and demonstrated B. Psychological UP Open University Designing a matrix of the “Profile of an ideal
specific examples on how these 1. Learning styles “Profile of an ideal Reading Teacher” short narratives
varied factors affect the 2. Multiple Reading Teacher” for story grammar
acquisition of reading skills Intelligences Reaction Paper analysis
C. Emotional Sharing of Research
3. designed a matrix of the 1. Self Concept and Motivation Theories studies retrieved from Story expository texts
“Profile of an ideal Reading 2. Reading Interests journals grammar/expository
Teacher” texts analyses
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Desired Learning Outcomes Course Content/ Textbooks/ Teaching and Learning Assessment Task Resource Time
(DLO) Subject Matter References Activities (TLAs) (ATs) Materials Table
II. Extrinsic Factors Analyzing narrative and
3. shared research A. Social/ Environmental expository texts
studies focusing on 1. The Family and Peers
the effects of these 2. The Reading Teacher-a scholar and
factors on reading romanticist
performance 3. The Text-organization and structure
At the end of the unit, the Unit 3: Word Recognition and Meaning Bernardo, A. (2009). Listing of skills Written Quizzes Hand-outs on 9 hours
students must have: Vocabulary Developmental word
1. recognized and employed A. Three Areas of Word Study Reading 1 Small group discussion Samples of activities recognition/vocab
word recognition/ vocabulary 1. Word Knowledge, Recognition and ulary techniques
techniques Analysis Milan, D. (1995). Mini-workshop on
B. Vocabulary techniques Developing Reading creating Compilation of
2. created activities/exercises for 1. Picture Clues Skills activities/exercises for Activities
the development of word 2. Configuration word
recognition skills 3. Context Clues Romero, A. & Romero, recognition/vocabulary
4. Structural analysis R. (2005).
5. Word Association Developmental Presentation of outputs
6. Word Builders – clusters, clines, Reading. Manila: Rex
etc. Bookstore
7. use of idioms and figures of speech
Villamin, A. (1984).
Innovative Strategies
in Teaching Reading.
Quezon City: Phoenix
Publishing House, Inc.
At the end of the unit, the Unit 4: Developing Comprehension Bernardo, A. (2009). Buzz sessions Written quizzes Samples of 12 hours
students must have: Skills Developmental passages for
Reading 1 Micro teaching Facilitation of comprehension
1. discussed the nature of the A. Comprehension Skills and assigned topics with questions in
comprehension process Dimensions Milan, D. (1995). Mini-workshops on the different
1. Literal Level Developing Reading formulating Making a checklist levels
2. developed their 1.1 Noting details Skills comprehension of comprehension
comprehension skills in the five 1.2 Sequencing events questions in the different skills Storybooks
(5) dimensions 1.3 Associating quotations with speakers, Romero, A. & Romero, dimensions
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Desired Learning Outcomes Course Content/ Textbooks/ Teaching and Learning Assessment Task Resource Time
(DLO) Subject Matter References Activities (TLAs) (ATs) Materials Table
etc. R. (2005). OHP
3. categorized specific skills 2. Interpretive Level Developmental
belonging to the five(5) levels of 2.1 Getting the main idea Reading. Manila: Rex LCD projector
comprehension 2.2 Making inferences Bookstore
2.3 Predicting outcomes laptop
4. formulated questions for the 2.4 Identifying cause-effect relationship Villamin, A. (1984).
development of comprehension 2.5 drawing conclusions and generalizations Innovative Strategies
skills in the different levels 2.6 summarizing, in Teaching Reading.
Etc. Quezon City: Phoenix
3. Critical level Publishing House, Inc.
3.1 Evaluating author’s style and purpose
3.2 distinguishing facts from opinions, etc.
4. Integrative level
4.1 relating previous ideas with new ones
4.2 Associating reading with self and life
5. Creative level
5.1 Illustrating ideas and events
5.2 making new sequels of a story, etc.
At the end of the unit, the Unit 5: Study Skills and Aesthetic Bernardo, A. (2009). Visiting to resource Written Quizzes Reference 9 hours
students must have: Reading Developmental centers Materials
A. Skills in Organizing Information Reading 1 Reaction (Encyclopedia
1. recognized the different skills 1. Skimming / Scanning Story sharing activities Paper Dictionary
in organizing information 2. Note taking, outlining Romero, A. & Romero, Magazines
3. Summarizing R. (2005). Free reading activities Live performance in Newspapers
2. utilized the different resources B. Efferent Reading via Informational Developmental “Funtasia” Atlas
in searching for information materials Reading. Manila: Rex Almanac)
1. Reference books Bookstore Film Viewing Book/movie review
3. chosen appropriate materials 2. Non-book materials-pamphlets, clippings, Non-book
for pleasure reading EMC materials Villamin, A. (1984). materials (EMC
2.1 graphics – maps, graphs, charts Innovative Strategies materials
4. showcased creative C. Tales, modern short stories, plays, in Teaching Reading. Pamphlets, etc.)
interpretations of literary book/movie tie-ins, essays, poetry. Quezon City: Phoenix
materials read Publishing House, Inc. Graphic materials
(maps, graphs,
etc.)
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Desired Learning Outcomes Course Content/ Textbooks/ Teaching and Learning Assessment Task Resource Time
(DLO) Subject Matter References Activities (TLAs) (ATs) Materials Table
Storybooks
Value Focus:
Critical thinking, Sense of Belonging; Fairness
Value Focus:
Critical thinking, patience, and accuracy
At the end of the III. Chemical Bonding and Stoker, S.H. Lecturette/ Hands-on Quiz Quiz PowerPoint 6 hours
Module, the student Nomenclature (2010). Exploring Class Discussion Laboratory presentatio
must have: General, organic, Accomplishing Activities: n
a) Determined the Lewis Electron Dot Diagrams and Biological Tasks: Multimedia
oxidation number of The Octet Rule & the Rules on chemistry. Exercise on Preparation System
an element in a Oxidation Numbers Philippines; writing the of
compound Chemical Bonds Cengage Learning electron dot O2/Determinati Laboratory
b) Written the electron- - The Ionic Bond Asia Pte. Ltd. structure of on of Equipment
dot representation of Polyatomic Ions pp119 - 186. some Percentage of
ion/atom/compound - The Covalent Bond Bettelheim, F. A. elements O2 in Chemicals
and determine its et. al. (2007). Potassium
Molecular Geometry
geometry Introduction to Determining Chlorate & Activity
Chemical
c) Identified the bond General, Organic, the type of Water in a sheets
Nomenclature &
that connects and Biochemistry. bond in a Hydrate
Formulas
atoms/ions in a 8th ed. Singapore: given
compound as well as - Electronegativity Thomson
Polar & Nonpolar compound Determinati
the bond’s Learning Asia. pp on of the
characteristics molecules 93 -111 Writing & Formula of a
d) Named and have - Hydrogen Bond Brown, T. L. et. al. determining Hydrate
written formula of Molecular Geometry (2003). Chemistry molecular
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DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ TEACHING AND LEARNING ACTIVITIES ASSESSMENT TASK (ATs) RESOURCE TIME
OUTCOMES (DLO) MATTER REFERENCES (TLAs) MATERIAL TABLE
Lecture Laboratory Lecture Laboratory
compounds the Central geometry of
Science. 9th ed. some
Singapore: compounds
Pearson
Education Asia
Pte. Ltd. pp 276 -
328
At the end of the IV. Stoichiometry: Calculations Stoker, S.H. Lecturette/ Hands-on Quiz Quiz PowerPoint 9 hours
Module, the student with Chemical Formulas and (2010). Exploring Class Discussion Laboratory Problem Written presentatio
must have: Equations General, organic, Seatwork and Group Activity: Set report of n
a)Solved formula mass of Formula Mass and Biological boardwalk Determination laboratory Multimedia
a substance. chemistry. Accomplishing of the results System
b) Defined mole as a The Mole Philippines; Tasks: Exercises Percentage of Observatio
quantity Writing and Balancing Cengage Learning on Oxygen in n of Laboratory
c)Solved mole Chemical equations Asia Pte. Ltd. Solving Potassium group/indiv Equipment,
conversion problems Reduction-Oxidation Reaction pp188-219. formula mass Chlorate idual work Manual
using the factor label Types of Chemical Reactions Bettelheim, F. A. Mole
method Stoichiometry et. al. (2007). problems/ Determination Chemicals
d)Balanced molecular Introduction to chemical of the Formula
and ionic chemical Value Focus: General, Organic, calculations of a Periodic
equations using Critical thinking, patience, and and Biochemistry. Writing and Hydrate/The Table of
inspection method accuracy 8 th ed. Singapore:
balancing Percentage of Elements
e)Identified redox Thomson chemical Water of
reactions and Learning Asia. pp equations Hydration in a
balanced them 129 -148 Calculations Hydrate
f)Determined the type of Brown, T. L. et. al. based on
chemical reaction (2003). Chemistry chemical An
being represented the Central equations Investigation:
by a given chemical Science. 9th ed. Reacting
equation Singapore: Abstraction Volumes of two
g)Solved stoichiometric Pearson and Analysis solutions of
problems Education Asia after each task known
h)Identified the limiting Pte. Ltd. pp 76 – concentrations
and 109
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DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ TEACHING AND LEARNING ACTIVITIES ASSESSMENT TASK (ATs) RESOURCE TIME
OUTCOMES (DLO) MATTER REFERENCES (TLAs) MATERIAL TABLE
Lecture Laboratory Lecture Laboratory
excess reagents in a Monroy, A. E. M.
reaction and Laboratory
determine the actual Activities in
and theoretical General and
yields. Inorganic
Chemistry.
WVSU. pp.28 –
31; 44 – 47
MIDTERM EXAMINATION
At the end of the V. Gases, Liquids, and Solids Stoker, S.H. Lecture/Discussi Laboratory Quiz Quiz Power point 9 hrs
Module, the student (2010). Exploring on using CAI Group Activity: Written presentatio
must have: Kinetic Molecular Theory General, organic, Problem Solving Problem report of n
a) Stated and (KMT) and Biological Approach Graham’s Law Set laboratory Multimedia
discussed the chemistry. Accomplishing of Diffusion results System
postulates of the Properties and Behavior of Philippines; Tasks: Graded Problem
Kinetic Molecular Solids, Liquids and Gases Cengage Learning Problem Set Problems on Recitatio Set Laboratory
Theory Gas Laws Asia Pte. Ltd. pp on Gas Laws Gas Laws n/ (Individual Equipment,
b) Used the KMT in Boyle’s Law 221 -258 Problem output) Manual,
describing the Charles’s Law Bettelheim, F. A. Solving and
behavior and Combined Gas Law et. al. (2007). chemicals
properties of solids, Ideal Gas Law Introduction to
liquids, and gases Dalton’s Law of Partial General, Organic,
c) Stated the different Pressure and Biochemistry.
gas laws and solved Graham’s Law of 8th ed. Singapore:
problems applying Diffusion Thomson
the gas laws on Learning Asia. pp
everyday 160 – 170; 182-
experiences and 188
observations Brown, T. L. et. al.
(2003). Chemistry
the Central
Science. 9th ed.
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DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ TEACHING AND LEARNING ACTIVITIES ASSESSMENT TASK (ATs) RESOURCE TIME
OUTCOMES (DLO) MATTER REFERENCES (TLAs) MATERIAL TABLE
Lecture Laboratory Lecture Laboratory
Singapore:
Pearson
Education Asia
Pte. Ltd. pp 366 -
392
Committee on
General
Chemistry.
(1986)Laboratory
Manual and
Workbook for
General
Chemistry. Rev.
Ed. Part I.
Quezon City: KEN
Incorporated. pp.
47 -49
At the end of the VI. Solutions and Colloids Stoker, S.H. Lecture/Discussi Practical Work Written Quiz Power point 12 hrs
Module, the student Characteristics and Types of (2010). Exploring on Approach Quiz presentatio
must have: Solutions General, organic, Demonstration Act. 13: Written n
a) Described the Solubility and Biological Lesson Factors Problem report of Multimedia
characteristics and Factors affecting solubility chemistry. Problem solving Affecting Set laboratory System
types of solutions Concentration of Solutions Philippines; Concentration Solubility results
and gave examples % by Mass; Volume Cengage Learning of Solution Graded Laboratory
of each type Mole Fraction Asia Pte. Ltd. pp Act. 14:Factors Recitatio Skill Equipment,
b) Distinguished the Molarity 221 -258 Affecting Rate n/ Test/Practi Manual,
different factors and Normality Bettelheim, F. A. of Solubility Problem cal Test and
explained their Colligative Properties of et. al. (2007). Solving chemicals
effects on the Solutions Introduction to Act. 16:
degree and rate of Colloids General, Organic, Colligative Periodic
solubility and Biochemistry. Properties of Table of
c) Expressed the 8th ed. Singapore: solutions Elements
concentration of Thomson Act. 17:
solutions Learning Asia. pp Colloids and
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DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ TEACHING AND LEARNING ACTIVITIES ASSESSMENT TASK (ATs) RESOURCE TIME
OUTCOMES (DLO) MATTER REFERENCES (TLAs) MATERIAL TABLE
Lecture Laboratory Lecture Laboratory
quantitatively 192 -218 Surface
d) Discussed the Brown, T. L. et. al. Chemistry
different colligative (2003). Chemistry
properties of the Central
solutions Science. 9th ed.
e) Described the Singapore:
properties of colloids Pearson
and their Education Asia
environmental and Pte. Ltd. pp 484 -
industrial importance 514
Monroy, A. E. M.
Laboratory
Activities in
General and
Inorganic
Chemistry.
WVSU. pp.37 –
43; 48 – 56
At the end of the VIII. Chemical Kinetics and Stoker, S.H. Lecture/Discussi Quiz Graded 6 hrs
Module, the student Equilibrium (2010). Exploring on Recitation
must have: Effective Collisions General, organic, Seatwor
a) Identified the Factors Affecting Rate and Biological Problem –Based k Problems
requisites of Le Chatelier’s Principle chemistry. Approach Set
effective collisions Philippines; applying Le- Graded applying
b) Named the factors Cengage Learning Chatelier’s Recitatio Le
that affect reaction Asia Pte. Ltd. pp Principle n Chatelier’s
rates and explain the 312 - 337 principle
effect of each. Bettelheim, F. A. Problem
c) Stated the Le et. al. (2007). s Set
Chatelier’s Principle Introduction to applying
d) Identified the stress General, Organic, Le
factors that may and Biochemistry. Chatelier
disrupt equilibrium 8th ed. Singapore: ’s
e) Applied Le Thomson principle
Chatelier’s Principle Learning Asia. pp
to predict how 240 -246
equilibrium Brown, T. L. et. al.
conditions change (2003). Chemistry
when a system is the Central
disturbed Science. 9th ed.
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DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ TEACHING AND LEARNING ACTIVITIES ASSESSMENT TASK (ATs) RESOURCE TIME
OUTCOMES (DLO) MATTER REFERENCES (TLAs) MATERIAL TABLE
Lecture Laboratory Lecture Laboratory
Singapore:
Pearson
Education Asia
Pte. Ltd. pp 525 –
532; 543 – 544;
594- 603
At the end of the IX. Nuclear Chemistry Lecture/Discussi Quiz and Graded 9 hrs
Module, the student Nuclear Radiation Stoker, S.H. on Essay Recitation
must have: Radioactivity (2010). Exploring writing
a) Defined radioactivity, Types of Radiation General, organic, Computer-aided Problems
radioisotopes , and Detection of Radiation and Biological instruction Graded Set
half-life Activity and Half-life chemistry. Oral applying
b) Enumerated and Nuclear Equations Philippines; Reporting Report Le
explained how Nuclear Stability Cengage Learning Chatelier’s
radiations are detected Asia Pte. Ltd. pp Seat-work on Movie principle
Natural and
c) Explained the 388 - 423 balancing maker
Radioactive Decay
occurrence of Bettelheim, F. A. nuclear reactions presenta
radioactivity The Radioactive
et. al. (2007). tion
d) Described the different Elements and their
Introduction to Research Work
types of radiation and Uses
General, Organic, on Radioactivity
justified their emission. and Biochemistry. and their uses
e) Solved simple 8th ed. Singapore:
problems involving Thomson
half-life of radioactive Learning Asia. pp
materials 63 - 89
f) Written nuclear Brown, T. L. et. al.
reactions and predict (2003). Chemistry
products of such the Central
reactions Science. 9th ed.
g) Differentiated fission Singapore:
from fusion Pearson
h) Described the Education Asia
characteristics of Pte. Ltd. pp 832 -
radioactive elements 860
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DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ TEACHING AND LEARNING ACTIVITIES ASSESSMENT TASK (ATs) RESOURCE TIME
OUTCOMES (DLO) MATTER REFERENCES (TLAs) MATERIAL TABLE
Lecture Laboratory Lecture Laboratory
and give their uses
based on their
characteristics or
properties
FINAL EXAMINATION
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