Performance Standard: Students should be able to make a creative representation of the historical
development of the concepts of the atom and the chemical elements in a time line.
ASSESSMENT
Pre-Assessment:
Completion of a graphic
organizer
Formative Assessment:
Recitation (S11/12PS-IIIa-1)
Recitation, worktext exercises
(S11/12PS-IIIa-2-3)
Recitation, section Review 1.2
(S11/12PS-IIIa-b-4)
Section Review 2.1
(S11/12PS-IIIa-b-5)
Unguided picture analysis on the
four-elements composition of
matter (S11/12PS-IIIa-b-6)
LEARNING ACTIVITIES VALUES AND SUBJECT
INTEFRATION
Values:
Keenness in observing the
physical world
Tireless pursuit of the new
Bang! Bang! Big Balloon! Activity knowledge
(TWE), image analysis, guided
discussion (S11/12PS-IIIa-1) Teamwork
Video analysis, guided discussion Subject integration:
(S11/12PS_IIIa-2-3)
Technology: Conducting Internet
based research
Astronomy: Investigating the
chemistry of stars
History: Establishing the time
line on the development of the
concepts of atoms and elements
and the atomic models
Video watching on elements
formation during and after
supernova, image analysis,
guided discussion
(S11/12PS-IIIa-b-4)
Group reporting on the ideas of
Ancients Greeks about atoms
(S11/12PS-IIIa-b-5)
Teacher discussion, guided
picture analysis on the four-
elements theory
(S11/12PS-IIIa-b-6)
TOPICS CORE QUESTIONS AND CORE LEARNING COMPETENCIES
UNDERSTANDINGS

1. Describe the
contributions of the
alchemists to the science
of chemistry
(S11/12PS-IIIb-7)
2. Point out the main ideas
in the discovery of the
structure of the atom
and its subatomic
particles
(S11/12PS-IIIb-8)
3. Cite the contributions of
some notable scientists
to the understanding of
the structure of the
atom (S11/12PS-IIIb-9)
4. Describe the nuclear
model of the atom and
location of its major
components (protons,
neutrons, and electrons)
(S11/12PS-IIIb-10)
5. Explain how the concept
of atomic number led to
the synthesis of new
elements in the
laboratory (S11/12PS-
IIIb-11)
6. Write the nuclear
reactions involved in the
synthesis of new
elements (S11/12PS-IIIc-
13)
7. Cite the contribution of
John Dalton toward the
understanding of the
concept of chemical
elements (S11/12PS-IIIc-
13)
8. Explain how Dalton’s
theory contribution to
the discovery of other
elements (S11/12PS-IIIc-
14)
9. Determine if a molecule
is polar or nonpolar
given its structure
(S11/12PS-IIIc-15)
10. Relate the polarity of a
molecule to its
properties (S11/12PS-
IIIc-16)
 ASSESSMENTS
Recitation, Section Review 2.2
(S11/12PS-IIIb-7)
Synthesis of the reports, atomic
modeling using recyclable
materials, table completion on
the models of the atom
(S11/12PS-IIIb-8-10)
Recitation, sequence completion
(S11/12PS-IIIb-11)
Recitation, sequence completion
(S11/12PS-IIIb-12)
Recitation, Section Review 2.3
(S11/12PS-IIIc-13-14)
Seatwork on predicting polarity
of the chemical bond (S11/12PS-
IIIc-15)
Section Review 3.1 analysis of
the Mixing Game! Activity
(S11/12PS-IIIc-16)
LEARNING ACTIVITIES VALUES AND SUBJECT
INTEGRATION
Word cloud: ALCHEMY, guided
discussion (S11/12PS-IIIb-7)
Group reporting, comparative
analysis of the different model of
the atom, visual analysis,
interactive simulations
(S11/12PS-IIIb-8-10)
Buzz session on the synthesis of
elements, analysis of periodic
table information
(S11/12PS-IIIb-11)
Guided analysis of the rules on
writing and completing nuclear
fusion reactions
(S11/12PS-IIIc-12)
Worktext reading, buzz session
on Dalton’s contribution
(S11/12PS-IIIc-13-14)
Teachers-guided discussion and
analysis on determining polarity
of chemical bonds
(11/12PS-IIIc-15)
Teacher-guided discussion,
Mixing Game! Activity(TWE),
video analysis (S11/12PS-IIIc-16)
TOPIC CORE QUSTIONS AND CORE LEARNING COMPETENCIES
UNDERSTANDINGS

1) Describe the general

types of intermolecular
forces
(S11/12PS-IIIc-d-17)
2) Identify the types of
intermolecular forces
that influence the
properties of substances
(S11/12PS-IIId-e-18)
3) Explain the effect of
intermolecular forces on
the properties of
substances (S11/12PS-
IIId-e-19)
4) Explain how uses of
some materials are
determined by their
structure (S11/12PS-IIId-
e-20)
5) Explain how the
properties of some
materials are
determined by their
structure (S11/12PS-IIId-
e-21)
6) Explain how the
structures of biological
macromolecules
determine their
properties and function
(S11/12PS-IIIe-22)
 ASSESSMENT LEARNING ACTIVITIES VALUES AND SUBJECT
INTERGRATION

Exercises on predicting Group reporting with critiquing,

properties of substances jigsaw activity (S11/12PS-IIIc-D-
(S11/12PS-IIIc-d-17-19) 17-19)

Recitation, Section Review 3.3 Buzz session, group reporting on

(S11-12PS-IIId-e-20-21) intermolecular forces versus
uses and properties of
substances
(S11/12PS-IId-e-20-21)

Quiz, table completion on Teacher-guided discussion, visual

structure and function of analysis on structure of
biomolecules (D11/12PS-IIIe-22) biomolecules in relation to their
function, buzz session
(S11/12PS-IIIe-22)

Summative Assessment:
Chapter Assessment (WT), Unit
Test (TWE), performance task
UNIT PLAN 2: CHEMICAL REACTIONS AND THEIR APPLICATIONS

Contents Standards: Students demonstrate understanding of:

 The following aspects of chemical changes:

 How fast a reaction take place;
 How much reactants are needed and how much products are formed in a reaction; and
 How much energy is involved in a reaction.
 How energy id harnessed.
 The properties and mode of action of cleaning materials and cosmetics.

TOPIC CORE QUESTIONS AND CORE LEARNING COMPETENCIES

UNDERSTANDINGS

How chemical changes take Core Questions:

place
How chemistry contributes to
the understanding of household
and personal care products.
Core Understandings:
1. When and where do
chemical reactions
occur?
2. How is chemistry The Students:
valuable for us as
consumers?
1. Chemical reactions
happen everywhere.
They occur when specific
conditions or factors like
energy level and
materials reactively are
met.
2. Chemistry helps
consumers batter
understand the benefits
and risks of using
commodities such as
cleaning and cosmetic
products
1. Use simple collision
theory to explain the
effects of concentration,
temperature, and
particles size on the rate
of reaction (S11/12PS-
IIIf-23)
2. Define catalyst and
describe how it effects
reaction rate (S11/12PS-
IIIf-24)
3. Calculate the amount of
substances used or
produced in chemical
reaction (S11/12-IIIh-25)
4. Calculate the percent
yield of a reaction
(S11/12PS-IIIh-26)
5. Determine the limiting
reactant in a reaction
and calculate the
amount of product
formed (S11/12PS-IIIh-
27)
6. Recognize that energy is
released or absorbed
during a chemical
reaction (S11/12PS-IIIi-
28)
Performance Standards: Students should be able to:
 Create an information commercial about the risks of using non-FDA approved products.
 Make a flyer on a product, indicating its ingredients, uses, mode of action, and precautions.
ASSESSMENTS
Pre-Assessment:
Concept mapping, KWL chart
Formative Assessment:
Situation Analysis, Section
Review 4.1
(S11/12PS-IIIf-23-24)
Worktext exercise, Section
Review 4.2 (S11/12PS-IIIf-h-25)
Worktext exercise, additional
problem solving exercises with
solution presentation
(S11/12PS-IIIh-26)
Worktext and online exercises
(S11/12PS-IIIh-27)
Venn diagramming on
endothermic and exothermic
Reactions, quiz (S11/12PS-IIIi-
28)
LEARNING ACTIVITIES
Mini-laboratory activity, guided
discussion (S11/12PS-IIIf-23-24)
Teacher-guided discussion,
guided problem solving
(S11/12PS-IIIf-h-25)
Mini-laboratory activity, guided
discussion (S11/12PS-IIIh-26)
Group task: analogy on limiting
and excess reagents, problem
solving (S11/12PS-IIIh-27)
Mini-laboratory activity, teacher-
guided discussion (S11/12PS-IIIi-
28)
VALUES AND SUBJECT
INTEGRATION
Values:
Keenness in observing changes
in the environment
Appreciation for the benefits of
chemistry in life
Conservation and preservation
of natural resources
Responsible consumerism
Subject Integration:
Home Economics: Application of
limiting and excess reactants in
baking
Energy Engineering and
Technology: Processes of
harnessing energy from different
sources
Cosmetology: Application of
chemistry concepts in cosmetics
TOPICS CORE QUESTIONS AND CORE LEARNING COMPETENCIES
UNDERSTANDINGA

7. Describe how energy is

harnessed from different
sources (S11/12PS-llli-
29)
8. Give common examples
of cleaning materials for
the house and for
personal care
(S11/12PS-llli-j-30)
9. Use the product labels to
identify the active
ingredient(s) used at
home (S11/12PS-llli-j-
31)
10. Give the use of other
ingredients in cleaning
agents (S11/12PS-llli-j-
32)
11. Give common examples
of personal care
products used to
enhance the appearance
of the human body
(S11/12PS-llli-j-33)
12. Identify the major
ingredients of cosmetics
such as body lotion, skin
whitener, deodorants,
shaving cream, and
perfume (S11/12PS-llli-j-
34)
13. Explain the
precautionary measures
indicated in various
cleaning products and
cosmetics (S11/12PS-llli-
j-35)
 ASSESSMENT LEARNING ACTIVITIES VALUES AND SUBJECT
INTEGRATION

Table completion and recitation Learning Station activity (with

on harnessing energy from post-activity discussion)
different sources, Section Review (S11/12PS-llli-29)
4.3 (S11/12PS-llli-29)

Recitation Table completion and output

(S11/12PS-llli-j-30) presentation (S11/12PS-llli-j-31-
32)

Examining product labels of Teacher-guided discussion,

cleaning products, quiz group reporting, video analysis
(S11/12PS-llli-j-31-32) (S11/12PS-llli-j-33-34)

Examining cosmetic product Teacher-guided discussion

labels, Section Review 5.2 (S11/12PS-llli-j-35)
(S11/12PS-llli-j-33-34)

Recitation (S11/12PS-llli-j-35)

Summative Assessment
Chapter Assessment (WT), Unit
Test (TWE), performance task
TOPICS CORE QUESTIONS AND CORE LEARNING COMPETENCIES
UNDERSTANDINGA

6. cite examples of astronomical

phenomena known to
astronomers before the advent
of telescope
(S11/12PS-IVa-41)

7. compare and contrast

explanations and models
astronomical phenomena
()Copernican, Ptolemaic
Tychonic) (S11/12PS-IVa-42)

8. explain how Galileo’s

astronomical discoveries and
observations helped weaken the
Ptolemaic model 7. compare and
contrast explanations and
models astronomical
phenomena ()Copernican,
Ptolemaic Tychonic) (S11/12PS-
IVb-43)

9. discuss how Brahe’s

innovations and extensive
collection of data in
observational astronomy paved
the way for Kepler’s discovery of
the laws of planetary motion 7.
compare and contrast
explanations and models
astronomical phenomena
()Copernican, Ptolemaic
Tychonic) (S11/12PS-IVb-44)
10. apply kepler’s third law of
planetary motion to objects in
the solar system (S11/12PS-IVb-
45)

11. compare and contrast the

Aristotelian and Galilean
concepts of vertical, horizontal,
and projectile motions.
(S11/12PS-IVc-46)

12. explain how Galileo inferred

that objects in vacuum fall with
uniform acceleration, and that
force is not necessary to sustain
horizontal motion (S11/12PS-
IVc-47)
 ASSESSMENT LEARNING ACTIVITIES VALUES AND SUBJECT
INTEGRATION

Teacher-guided discussion
(S11/12PS-IVa-41)

Venn diagramming of geocentric, Figure analysis, model

heliocentric, and Tychonic simulation, class discussion
models (S11/12PS-IVa-42-43) (S11/12PS-IVa-b-42)

Buzz session, worktext reading

(S11/12PS-IVb-43)

Section Review 6.2 Think-Pair-Share, worktext

(S11/12PS-IVb-44-45) reading (S11/12PS-IVb-44)

Table analysis: calculating

periods of planets using Kepler’s
third law of motion, Example
(WT)
(S11/12PS-IVb-45)

3-2-1 chart, Section Review 7.1 Observation activity, cartoon

(S11/12PS-IVc-46-47) analysis, figure analysis
(S11/12PS-IVc-46)

Video watching, teacher-guided

discussion (S11/12PS-IVc-47)
TOPICS CORE QUESTIONS AND CORE LEARNING COMPETENCIES
UNDERSTANDINGA

13. describe how the

displacement-time and velocity-
time graphs of a constant
velocity motion are different
from those of constant
acceleration motion (S11/12PS-
IVc-48)

14. recognize the difference

between the everyday usage and
the physics usage of the term
acceleration (S11/12PS-IVc-49)

15. explain each of Newton’s

three laws of motion (S11/12PS-
IVd-50)

16. State the distinction

between Newton’s first law of
motion and Galileo’s assertion
that force is not necessary to
sustain horizontal motion
(S11/12PS-IVd-51)

17. use algebra, Newton’s

second law of motion, and
Newton’s law of universal
gravitation to show that in the
absence of air resistance, objects
close to Earth’s surface fall with
with identical accelerations
independent of their masses
(S11/12PS-IVd-52)

18. expound the statement

Newton’s law of motion are
axioms, while Kepler’s laws of
planetary motion are empirical
laws“(S11/12PS-IVe-53)

Enumerate the contributions of

scientists to our understanding
of mass, momentum, and energy
conservation (S11/12PS-IVe-54)
 ASSESSMENT LEARNING ACTIVITIES VALUES AND SUBJECT
INTEGRATION

Group Homework, Section Figure analysis, teacher-guided

Review 7.2 (S11/12PS-IVc-48) discussion, Example 7.2 and 7.5
(WT), board work: determining
slope of a v-t graph
(S11/12PS-IVc-48)

Section Review 7.3 Figure analysis, table analysis

(S11/12PS-IVc-49) Example 7.3 (WT)
(S11/12PS-IVeC-49)

Reflective Essay (S11/12PS-IVd- Predict-Observe-Explain: The

50) Coin Drop, class demonstration,
Section Review 7.5 (S11/12PS- figure analysis (S11/12PS-IVd-
IVd-50-53) 50)
Figure analysis
(S11/12PS-IVd-52)

Lecture-discussion
(S11/12PS-IVd-52)

Think-Pair-Share
(S11/12PS-IVe-53)

Reflection log (S11/12PS-IVe-54) Figure analysis (S11/12PS-IVe-

Section Review 7.6 54)
(S11/12PS-IVe-54-55)
 TOPICS CORE QUESTIONS AND CORE LEARNING COMPETENCIES
UNDERSTANDINGA

20. use of law of conservation of

momentum to solve one-
dimensional collision problems
(S11/12PS-IVe-55)

UNIT PLAN 4: WAVES, LIGHT, ELECTROMAGNETISM, AND RELATIVITY

Content Standards: Students demonstrate understanding of

 How light acts as a wave and a particle

 How physics helps us understanding and cosmos through:
- Relativity and
- Planets in and beyond the solar system

TOPICS CORE QUESTIONS AND CORE LEARNING COMPETENCIES

UNDERSTANDINGA

How light acts as a wave and a Core Question:

particle 1. How do waves form?
How physics helps us understand 2. What determines the
the cosmos color of an object?
3. How did
electromagnetism
change our lives?
4. What is the shape of the
universe?

Core Understanding
1. Waves are formed when
there is a transfer of
energy (usually in a form
of disturbance) through
a medium.
2. The colors we see
depends on the different
wavelengths of light
reflected back to our
eyes.
 ASSESSMENT
Summative Assessment:
Chapter Assessment (WT),
performance task, chapter-ender
project, Unit Test (TWE)
Performance Standard: Students should be able to propose a practical design in providing energy-
efficient illumination.
ASSESSMENT
Pre- Assessment:
Four Pics One Word
Formative Assessment:
Table completion
(S11/12PS-IVf-56)
Section review 8.2, design and
Make/Investigation (WT)
(S11/12PS-IV-56-57, 59-61)
(S11/12PS-IVg-63-64)
(S11/12PS-IVh-65-66)
LEARNING ACTIVITIES
Example 7.11 (WT)
(S11/12PS-IVe-55)
LEARNING ACTIVITIES
Cooperative learning group
Activity: Rainbow haunting,
laboratory activity, figure
analysis, debate (S11/12PS-IVf-
56)
(S11/12PS-IVh-65)
Online reading, writing a position Appreciation for the work and
paper and sharing it with the
class (S11/12PS-IVf-57)
VALUES AND SUBJECT
INTEGRATION
VALUES AND SUBJECT
INTEGRATION
VALUES:
Appreciation for the role of
optics in making our lives better
Appreciation for the contribution
of scientists to the present
understanding of
electromagnetism
Creativity in designing electrical
instruments/gadgets
Open-mindedness to new ideas
and discoveries
effort of scientists to understand
the universe
TOPIC CORE QUESTION AND LEARNING COMPETENCIES
UNDERSTANDING

3. The principle of 3. Cite example of waves

electromagnetism is the (S11/12PS-IVf-58)
working mechanism of 4. Describe how the
all electrically-powered propagation, reflection,
devices which have and refraction of the
greatly improved our light are explained by
way of living. the wave model and
4. According to Einstein’ particle model of light
theory of general (S11/12PS-IVf-59)
relatively, the shape of 5. Explain how the photon
the universe depends on theory of light account
its density. for the atomic spectra
(S11/12PS-IVf-60)
6. Explain how the photon
concept can be used to
explain photographic
dark rooms, sunburns,
and our perception of
colors.(S11/12PS-IVf-61)
7. Apply the wavelength-
speed- frequency
relationship in solving
word problems.
(S11/12PS-IVg-62)
8. Describe how Galileo
and Roemer contributed
to the eventual
acceptance of the view
that the speed of light is
finite (S11/12PS-IVg-63)
9. Cite experiment
evidence showing that
electrons can behave
like wave (S11/12PS-
IVh-64)
10. Difference dispersion,
scattering, interference,
and diffraction
(S11/12PS-IVh-65)
11. Explain various light
phenomena (S11/12PS-
IVh-66)
 ASSESSMENT
Giving examples of mechanical
waves, Section Review 8.1
(S11/12-IVf-f-58)
Solving and formulating word
problems (S11/12PS-IVg-62)
Position paper (S11/12PS-IVg-
63)
Recitations, group report on
works of scientist regarding
wave-particle duality (S11/12PS-
IVg-64)
Giving conclusion for short
activity, Section Review 8.3
(S11/12PS-IVh-66)
LEARNING ACTIVITIES VALUES AND SUBJECT
INTEGRATION
Video analysis, teacher-students Subject integration:
demonstrations, model
simulation, figure analysis Architecture: designing energy-
(S11/12PS-IVf-58) efficient buildings
Discussion, table analysis
(S11/12PS-IVf-59) Technology: using simulation
software
Teacher- guided discussion
(S11/12PS-IVf-60-61)
Equation analysis,
Example 8.2 (WT),cooperative
learning group activity:
Formulating
problems(S11/12PS-IVg-62)
Worktext reading
(S11/12PS-IVg-63)
Online reading (S11/12PS-IVh-
64)
Teacher-guided discussion,
model simulation (S11/12PS-
IVh-65)
Class demonstration, figure
analysis (S11/12PS-IVh-66)
 TOPIC CORE QUESTION AND LEARNING COMPETENCIES
UNDERSTANDING

(S11/12PS-IVj-75) 12. Explain the contributions

of Franklin, Coulomb,
Oersted, Ampere, Biot,
Savart, Faraday, and
Maxwell to our
understanding of
electricity and
magnetism (S11/12PS-
IVi-67)
13. Describe how Hertz
produced radio pulses
(S11/12PS-IVi-68)
14. Explain how special
relatively resolved the
conflict between
Newtonian mechanics
and Maxwell’s
electromagnetic theory
(S11/12PS-IVi-j-69)
15. Describe the
consequences of the
postulates of special
relatively (S11/12PS-IVi-
70)
16. Enumerate and explain
the consequences of the
postulates of generals
relatively (S11/12PD-IVi-
j-71)
17. Discuss how the speeds
and distances of far-off
objects are
estimated(S11/12PS-IVj-
72)
18. Explain how we know
that we live in expanding
universe (S11/12PS-IVj-
73)
19. Demonstrate how
Doppler shifts and
transits can be used to
detects extrasolar
planets ( S11/12PS-IVj-
74)
20. Discuss why Pluto was
once thought to be a
planet but is no longer
considered one
( S11/12PS-IVj-75)
 ASSESSMENT LEAERNING ACTIVITIES VALUES AND SUBJECT
INTEGRATION

Section Review 8.4 Bingo Bonza: The Brains behind

(S11/12PS-IVi-67) Electromagnetism game,
laboratory activity on
electromagnets
(S11/12PS-IVi-67)

Recitation (S11/12PS-IVi-j-68) Online article reading

(S11/12PS-IVi-j-69-70)

Graphic organic
(S11/12PS-IVi-j-69)

Presentation of solution to word

problems, reflection sharing,
Section Review 9.2, Design and
Make/Investigation
(S11/12PS-IVi-j-70)

Output on group brainstorming, Discussion, animation watching

Section Review 9.3 (S11/12PS-IV-j-71)
(S11/12PS-IVj-71-72)

Table completion Video watching, class activity,

(S11/12PS-IVj-73) worktext reading, group
Brainstorming
Modeling (S11/12PS-IVj-74) (S11/12PS-IVj-72-74)

Reaction Paper Debate (11/12PS-IVj-75)

(S11/12PS-IVj-75)

Summative Assessment:

Chapter Assessment (WT),

Performance task, Unit Test
(TWE)
UNIT 1: FORMAT OF ELEMENTS IN THE UNIVERSE AND PROPERTIES OF MATTER

Content Standards: Students demonstrate understanding of:

 The formation of the elements during the big bang and during stellar evolution.
 The distribution of the chemical elements and the isotopes in the universe.
 How the concept of the atom and elements evolved from Ancients Greeks to present.
 How the uses of different materials are related to their properties and structures.

 The relationship between the function and structure of biological macromolecules.

TOPIC CORE QUESTION AND LEARNING COMPETENCIES

UNDERSTANDING

How the elements of found in Core Questions: The students:

the universe were formed.
How the idea of the atom, along
with idea of the elements,
evolved
How to their chemical structure
Core Understanding:
1. How did everything
form?
2. Why are the ancients
people’s idea about
matter important?
3. How are the uses of
materials related to their
properties and
structures?
4. What is the relationship
between structure and
function of biological
macromolecules?
1. Everything in the
universe, including the
world we live in, started
formed the elements
that constitute all matter
in the universe.
2. The ancients people’s
ideas on matter initiated
greater efforts, to
establish the modern
understanding of matter
and their behavior.
3. The uses of the different
materials are defined by
their chemical structure
and properties.
4. The structure of the
different biological
molecules determine
their function.
1. Give evidence for and
explain the formation of
the light elements after
the big bang (S11/12PS-
IIIa-1)
2. Give evidence for and
describe the formation
of heavier elements
during star formation
and evolution(
S11/12PS-IIIa-1)
3. Written the nuclear
fusion reaction that take
place in star, which lead
to the formation of the
new elements
(S11/12PS-IIIa-3)
4. Describe how elements
heavier than iron are
formed (S11/12PS-IIIa-b-
4)
5. Describe the ideas of the
Ancient Greeks about
the atom (S11/12PS-IIIa-
b-5)
6. Describe the ideas of the
Ancient and Greeks
about elements
(S11/12PS-IIIa-b-6)