ASSESSMENTS ACTIVITIES ON CONSTRUCTIVE ALIGNMENT

A. Below are DLOs and content taken from different courses. Fill out the template by providing appropriate TLAs and Asssessment strategies for
each set. Make sure that your activities adhere to constructive alignment.

Desire Learning Outcomes Teaching and Assesment Strategies

(DLO)
At the end of the unit, the students must
have :
1. Differentiated stability from
sustainability;
2. Articulated models of global
sustainable development.
3. Defined global food security
1. 4. Critique Existing models of global
food security
At the end of the unit, the students must
have;
1. identified the attributes of global
city;
2. analyzed how cities serve as
engines of globalization.
3. explained the theory of
demographic transition as it affects
global population
Course Content/Subject Matter Learning Activities
Chapter VI Towards a Sustainable World
A. Sustainable Development
1. Defining Sustainability
2. Key pillars of Sustainability
3. Climate Change and
Sustainable Adaptation
B. Global Food Security
1. Food Security and Human
Security
2. The political-Economy of Food
3. Sustainable Food System
Chapter V Global population and Mobility
A. The Global City Images of
Globalized City
B. Global Demography
C. Scientific Study of Population
and Society
D. Demographic anf Globalization
E. Philippine Family Planning
Programs
At the end of the unit, the students must Chapter IV – Social,Political,Economic
have; and Cultural Issues in Philippine History

1. Effectively communicated using A. The Philippine Constitution

various techniques and genres, their 1. 1899 (Malolos) Constitution
historical analysis of a particular 2. 1935 Constitution
event or issue that could help others 3. 1973 Constitution
understanding the choosen topic; 4. 1987 Constitution
2. Proposed recommendations/
solutions to present-day problems
based on their understanding of root
cause and their anticipationsof future
scenarios; and
3. Displayed the ability to work in a
team and contribute to a group
project.
At the end of the unit, the students must Chapter II. Conic Section
have;
1. Classified equations of conic sections A. The Circle
into circles, parabola, ellipse , and B. The Parabola
hyperbola; C. The Ellipse
2. Translated equation of the conics in D. The Hyperbola
standard form and the general case;
3. Sketched the graph of the different
conics with vertex/center at the
origin and at (h,k);
4. Solve real word problems related to
conic sections; and
5. Used appropriate tools in aid of
learning the different concepts and
principles
At the end of the unit, students must have; Chapter 1. The Line

1. Defined and determined the slope of A. The Cartesian Coordinate System

a line; B. Distance Formula
2. Determined the different forms of C. Slopes
the equations of lines D. Angles between Two Lines
3. Applied the fundamental concepts on E. Equation of Lines
lines in solving problems; and
4. Used appropriate tools in aid of
learning the different concepts and
principles.

B. 1. Copy 10 Competencies from the cirriculumn guide of your choosen grade level in Math.

2. Accomplish the Table:

MATHEMATICS 9 (First Quarter) Sample Only

Competency Verb Topic Unpacked Objective
(From Curriculum Guide)