sample curricula bachelor of secondary education
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SAMPLE OR SUGGESTED CURRICULA FOR THE BACHELOR OF ELEMENTARY EDUCATION (BEEd) AND BACHELOR OF SECONDARY EDUCATION (BSEd) PROGRAMS
ALIGNED TO OUTCOMES-BASED EDUCATION (OBE)
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
A. Degree Name: Bachelor of Elementary Education (BEEd) Bachelor of Secondary Education (BSEd)
B. Nature of Field of Study: The BEEd and BSEd degrees are teacher education programs that prepare future teachers in basic education at the elementary and secondary levels.
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.
Bachelor of Secondary Education The BSEd is designed to meet the needs of professional teachers who can teach in one of the different learning areas in secondary like Mathematics, Physical Sciences, Biological Sciences, English, Filipino, Social Sciences, among others.
D. Specific Professions/careers /occupations for graduates: Graduates of BEEd and BSEd can pursue a career in teaching in basic education.
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.).
II. PROGRAM OUTCOMES
The minimum standards for the BEEd and BSEd programs are expressed in the following minimum set of learning outcomes:
A. Common to all programs in all types of schools The graduates have the ability to: 1. articulate and discuss the latest developments in the specific field of practice. (PQF
level 6 descriptor) 2. effectively communicate orally and in writing using both English and Filipino 3. work effectively and independently in multi-disciplinary and multi-cultural teams.
(PQF level 6 descriptor) 4. act in recognition of professional, social, and ethical responsibility
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5. preserve and promote Filipino historical and cultural heritage (based on RA 7722)
B. Common to the discipline (Teacher Education) 1. Articulate the relationship of education to larger historical, social, cultural and political
processes. 2. Facilitate learning using a wide range of teaching methodologies in various types of
environment. 3. Develop alternative teaching approaches for diverse learners. 4. Apply skills in curriculum development, lesson planning, materials development,
instructional delivery and educational assessment. 5. Demonstrate basic and higher levels of thinking skills in planning, assessing and
reporting. 6. Practice professional and ethical teaching standards to respond to the demands of
the community. 7. Pursue lifelong learning for personal and professional growth.
C. Specific to a sub-discipline and major
Program Outcomes for BEEd 1. Demonstrate in-depth understanding of the development of elementary learners. 2. Exhibit comprehensive knowledge of various learning areas in the elementary
curriculum. 3. Create and utilize materials appropriate to the elementary level to enhance teaching
and learning. 4. Design and implement assessment tools and procedures to measure elementary
learning outcomes.
Program Outcomes for BSEd 1. Demonstrate in-depth understanding of the development of adolescent learners. 2. Exhibit comprehensive knowledge of various learning areas in the secondary
curriculum. 3. Create and utilize materials appropriate to the secondary level to enhance teaching
and learning. 4. Design and implement assessment tools and procedures to measure secondary
learning outcomes.
D. Common to a horizontal type as defined in CMO 46 s. 2012
Graduates of professional institutions demonstrate a service orientation in ones profession,
Graduates of colleges participate in various types of employment, development activities, and public discourses, particularly in response to the needs of the communities one serves
Graduates of universities participate in the generation of new knowledge or in research and development projects
Graduates of State Universities and Colleges must, in addition, have the competencies to support national, regional and local development plans. (RA 7722). A PHEI, at its option, may adopt mission-related program outcomes that are not included in the minimum set.
III. SAMPLE PERFORMANCE INDICATORS
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Program outcomes Performance indicators
Common to Teacher Education
1. Articulate the relationship of education to larger historical, social, cultural and political processes. (NCBTS Domain 1-Social Regard for Learning)
Generate opportunities for reflection on historical, social, cultural and political processes as they affect the day to day lives of the students.
2. Facilitate learning using a wide range of teaching methodologies in various types of environment. (NCBTS Domain 2-Learning Environment)
Actively engages students to sustain interest in the subject matter.
Implements learner-friendly classroom management procedures and practices.
3. Develop alternative teaching approaches for diverse learners. (NCBTS Domain 3-Diversity of Learners)
Use varied teaching methodologies appropriate for diverse learners.
Evaluate current teaching approaches and innovate based on learners needs.
4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational assessment. (NCBTS Domain 4-Curriculum)
Implement and evaluate the curriculum.
Effectively write and carry out the lesson plan with mastery.
Deliver interesting lessons with congruent objectives, subject matter, teaching- learning activities, materials and assessment procedures.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting. (NCBTS Domain 5-Planning, Assessing & Reporting)
Source and organize data and information concerning teaching and learning.
Analyze and interpret data and information using appropriate tools and procedures.
Compose and disseminate properly well-written reports (progress reports, assessment, official communications, among others).
6. Practice professional and ethical teaching standards to respond to the demands of the community. (Domain 6-Community Linkage)
Behave in accordance to the Code of Ethics of Professional Teachers.
Use the community as a learning resource.
7. Pursue lifelong learning for personal and professional growth. (NCBTS Domain 7-Personal Growth & Professional Development)
Plans and carries out personal and professional advancement.
Program Outcomes Specific to BEED
Performance Indicators
1. Demonstrate in-depth understanding of the development of elementary learners.
Identify and design lessons according to the stages of learners' growth and development.
Utilize the potentials and uniqueness of individual learners in teaching.
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2. Exhibit comprehensive knowledge of various learning areas in the elementary curriculum.
Discuss and share insights on the subject area's learning goals, instructional procedures and content in the elementary curriculum.
Facilitate collaboration among diverse learners.
3. Create and utilize materials appropriate to the elementary level to enhance teaching and learning.
Use appropriate teaching-learning strategies to sustain interest in learning.
Select, develop or adapt updated technology in support of instruction.
Use improvised and indigenous materials for meaningful learning.
4. Design and implement assessment tools and procedures to measure elementary learning outcomes.
Balance the use of traditional and non-traditional assessment techniques.
Interpret and use assessment data and information to improve teaching and learning.
Adjust assessment tools and procedures to reflect school policies and guidelines.
Program Outcomes Specific to BSED
Performance Indicators
1. Demonstrate in-depth understanding of the development of adolescent learners.
Identify and design lessons according to the stages of learners' growth and development.
Utilize the potentials and uniqueness of individual learners in teaching.
2. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
Discuss and share insights on the subject area's learning goals, instructional procedures and content in the secondary curriculum.
Facilitate collaboration among diverse learners.
3. Create and utilize materials appropriate to the secondary level to enhance teaching and learning.
Use appropriate teaching-learning strategies to sustain interest in learning.
Select, develop or adapt updated technology in support of instruction.
Use improvised and indigenous materials for meaningful learning.
4. Design and implement assessment tools and procedures to measure secondary learning outcomes.
Balance the use of traditional and non-traditional assessment techniques.
Interpret and use assessment data and information to improve teaching and learning.
Adjust assessment tools and procedures to reflect school policies and guidelines.
IV. CURRICULUM Sample Curriculum for BEEd and BSEd (Components: General Education, Core Courses, Electives, etc.)
Courses Units Total
General Education Courses (CMO 59, series of 1998) 63 units
Professional Education Courses 54 units
Theories and Concepts
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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
Summary of Units (BEED)
General Education Courses 63 Units
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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
V. Sample Program of Study
1. Distribution of Courses for BEEd (Sample based on CMO No. 30, Series of 2004)
1st Semester 2nd Semester SUMMER
FIRST YEAR
Courses Units Courses Units Courses Units
English 1 3 English 2 3
Filipino 1 3 Filipino 2 3
Math 1 3 Math 2 3
Science 3 Science 3
Humanities 3 Social Science 2 3
Social Science 1 3 ICT 3
Specialization 1 3 Specialization 2 3
TOTAL 21 TOTAL 21 TOTAL 3
SECOND YEAR
Courses Units Courses Units Courses Units
English 3 3 Facilitating Learning 3 Social Science 3 3
Filipino 3 3 Educational Technology 2
3 Specialization 7 3
Child and Adolescent Development
3 Curriculum Development
3 Specialization 8 3
Educational Technology 1
3 Principles of Teaching 1 3
Field Study 1 1 Field Study 2 1
Specialization 3 3 Specialization 5 3
Specialization 4 3 Specialization 6 3
TOTAL 19 TOTAL 19 TOTAL 9
THIRD YEAR
Courses Units Courses Units Courses Units
History 3 Developmental Reading 1
3 Social Science 4 3
Principles of Teaching 2
3 Assessment of Learning 2
3 Literature 1 3
Assessment of Learning 1
3 Field Study 5 1 Specialization 16 3
Field Study 3 1 Field Study 6 1
Field Study 4 1 Special Topic 2 1
Special Topic 1 1 Specialization 12 3
Specialization 9 3 Specialization 13 3
Specialization 10 3 Specialization 14 3
Specialization 11 3 Specialization 15 3
TOTAL 21 TOTAL 21 TOTAL 9
FOURTH YEAR
Courses Units Courses Units Courses Units
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Humanities 3 Rizal 3
The Teaching Profession
3 Literature 2 3
Specialization 17 3 Social Dimensions of Education
3
Practice Teaching 6 Developmental Reading 2
3
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)
1st Semester 2nd Semester SUMMER
FIRST YEAR
Courses Units Courses Units Courses Units
English 1 3 English 2 3
Filipino 1 3 Filipino 2 3
Math 1 3 Math 2 3
Science 3 Science 3
Humanities 3 Social Science 2 3
Social Science 1 3 ICT 3
Specialization 1 3 Specialization 2 3
TOTAL 21 TOTAL 21
SECOND YEAR
Courses Units Courses Units Courses Units
English 3 3 Facilitating Learning 3 Social Science 3 3
Filipino 3 3 Educational Technology 2
3 Specialization 7 3
Child and Adolescent Development
3 Curriculum Development
3 Specialization 8 3
Educational Technology 1
3 Principles of Teaching 1
3
Field Study 1 1 Field Study 2 1
Specialization 3 3 Specialization 5 3
Specialization 4 3 Specialization 6 3
TOTAL 19 TOTAL 19 TOTAL 9
THIRD YEAR
Courses Units Courses Units Courses Units
History 3 Developmental Reading 1
3 Social Science 4 3
Principles of Teaching 2
3 Assessment of Learning 2
3 Literature 1 3
Assessment of Learning 1
3 Field Study 5 1 Specialization 16 3
Field Study 3 1 Field Study 6 1
Field Study 4 1 Special Topic 2 1
Special Topic 1 1 Specialization 12 3
Specialization 9 3 Specialization 13 3
Specialization 10 3 Specialization 14 3
Specialization 11 3 Specialization 15 3
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TOTAL 21 TOTAL 21 TOTAL 9
FOURTH YEAR
Courses Units Courses Units Courses Units
Humanities 3 Rizal 3
The Teaching Profession
3 Literature 2 3
Specialization 17 3 Social Dimensions of Education
3
Practice Teaching 6 Special Topic 3 1
Specialization 18 3
Specialization 19 3
Specialization 20 3
TOTAL 15 19
VI. Sample Curriculum Map
COURSES PROGRAM OUTCOMES
(Common to Teacher Education)
PROGRAM OUTCOMES (Specific to
BEEd)
PROGRAM OUTCOMES (Specific to
BSEd)
Professional Education P
O1
PO
2
PO
3
PO
4
PO
5
PO
6
PO
7
PO
1
PO
2
PO
3
PO
4
PO
1
PO
2
PO
3
PO
4
Theories and Concepts
Child and Adolescent Development
I I I I I I I I I I I I I I I
Facilitating Human Learning
I I I I I I I I I I I I I I I
Social Dimensions of Education
I I I I I I I I I I I I I I I
The Teaching Professions
I I I I I I I I I I I I I I I
Methods and Strategies
Principles of Teaching 1
I I I I I I I I I I I I I I I
Principles of Teaching 2
I I I P I I I I I P I I I P I
Assessment of Student Learning 1
I I I I I I I I I I I I I I I
Assessment of Student Learning 2
I I I P I I I I I P P I I P P
Educational Technology 1
I I I I I I I I I I I I I I I
Educational Technology 2
I I P P I I I I I P I I I P I
Curriculum Development
I I I P I I I I P I I I P I I
Developmental Reading 1
I I I I I I I I I I I I I P P
Developmental Reading 2 (for BEEd only)
P P P P P P P P P P P
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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 1-3
I P I P I I I P P I I P P I I
BEED Content Courses
I P I P I I I P P I I P P I I
BSED Content Courses
I P I P I I I P P I I P P I I
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)
VII. Sample Means of Curriculum Delivery
Lecture/Discussion
Project/ Problem Solving
Exercises/Demonstration
Interactive Learning
Collaborative Learning
Reporting/Panel Discussion/Debate
Multimedia Presentation
Reading and Writing
Library Research
Field Study/Community Immersion
Interview/Focus Group Discussion
Action Research
Social Networking
Blogging information
Mashing up Information
Production/Creation of Innovative Projects
Community Service
VIII. Sample Course Syllabi (See Annex A)
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ANNEX A SAMPLE COURSE SYLLABUS
Course Name Developmental Reading
Course Credits 3 units
Course Description The course introduces the students to the nature, theories and scope of the reading process to enhance their reading proficiency, hone critical, creative and metacognitive reading skills as a tool for learning;
Contact Hours/week 3 hours
Prerequisite None
Course Objectives At the end of the semester, the students must have: 1. understood fully the nature, theories and scope of the reading process; 2. explained the factors affecting acquisition of reading skills; 3. developed word recognition, comprehension and study skills and devise ways to improve them; and 4. developed a genuine love for reading as lifelong source of pleasure and profit.
COURSE OUTLINE AND TIMEFRAME
Course Content/Subject Matter
Week 1-18 UNIT I: NATURE AND CONCEPTS ABOUT READING A. Reading as a Neuro-physiological process
1. General principles of Human Information Processing. 2. Eye Movements and Directionality
B. Reading as a language process 1. Components of language 2. Theories of language acquisition 3. Oral language and literacy development
C. Reading as a Cognitive Process 1. Concept development and Reading
D. Reading as a Psychosocial process 1. Personality Theories and Reading 2. Social-emotional problems and Reading
E. Reading as a developmental Process 1. Fries Stages of Reading 2. Challs Stages of Reading
F. Reading as Skill/Skills 1. Global reading skills and subskills 2. Integration: the Key process
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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
II. Extrinsic Factors A. Social/ Environmental
1. The Family and Peers 2. The Reading Teacher a scholar and romanticist 3. The Text-organization and structure
UNIT III- WORD RECOGNITION AND MEANING VOCABULARY
A. Three Areas of Word Study 1. Word Knowledge, Recognition and Analysis
B. Vocabulary techniques 1. Picture Clues 2. Configuration 3. Context Clues 4. Structural analysis 5. Word Association 6. Word Builders clusters, clines, etc. 7. use of idioms and figures of speech
UNIT IV: DEVELOPING COMPREHENSION SKILLS
A. Comprehension Skills and Dimensions 1. Literal Level
1.1. Noting details 1.2. Sequencing events 1.3. Associating quotations with speakers, etc.
2. Interpretive Level 2.1. Getting the main idea
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2.2. Making inferences 2.3. Predicting outcomes 2.4. Identifying cause-effect relationship 2.5. drawing conclusions and generalizations 2.6. Summarizing, etc.
3. Critical level 3.1. Evaluating authors 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.
UNIT V- Study Skills and Aesthetic Reading
A. Skills in Organizing Information 1. Skimming / Scanning 2. Note taking, outlining 3. Summarizing
B. Efferent Reading via Informational materials 1. Reference books 2. Non-book materials-pamphlets, clippings, EMC materials
2.1. graphics maps, graphs, charts C. Tales, modern short stories, plays, book/movie tie-ins, essays, poetry.
SAMPLE LEARNING PLAN
Desired Learning Outcomes (DLO)
Course Content/ Subject Matter
Textbooks/ References
Teaching and Learning Activities (TLAs)
Assessment Task (ATs)
Resource Materials
Time Table
At the end of the unit, the students must have: 1. explained the nature and concepts about reading as: - A neuro- physiological process - A language process - A cognitive process - A psycho-social process
Unit 1: Nature and Concepts about Reading A. Reading as a Neuro-physiological
process 1. General principles of Human
Information Processing. 2. Eye Movements and
Directionality
Hermosa, N. (2002). The Psychology of Reading. Philippines: UP Open University
Question-generation strategies Reciprocal teaching Brainstorming Facilitation of assigned topics
Written Quizzes Oral recitation Group presentation of outputs Making a Flowchart
OHP Laptop LCD Projector Illustrations
12 hours
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Desired Learning Outcomes (DLO)
Course Content/ Subject Matter
Textbooks/ References
Teaching and Learning Activities (TLAs)
Assessment Task (ATs)
Resource Materials
Time Table
- A developmental process - A skill 2. identified specific classroom scenarios to illustrate correct interpretation of the nature of and concepts about reading 3. identified and mapped out the skills and characteristics of a reader at each developmental reading stage 4. constructed sample activities/ exercises to develop global reading skills of: - word recognition - comprehension - study skills
B. Reading as a language process 1. Components of language 2. Theories of language acquisition 3. Oral language and literacy
development
C. Reading as a Cognitive Process 1. Concept development and Reading
D. Reading as a Psychosocial process 1. Personality Theories and Reading 2. Social-emotional problems and
Reading E. Reading as a developmental Process
1. Fries Stages of Reading 2. Challs Stages of Reading
F. Reading as Skill/Skills 1. Global reading skills and subskills 2. Integration: the Key process
of reading skills sample activities/ exercises produced
Flowchart of reading skills
At the end of the unit, the students must have: 1. identified and distinguished the intrinsic and extrinsic factors affecting acquisition of reading skills 2. cited and demonstrated specific examples on how these varied factors affect the acquisition of reading skills 3. designed a matrix of the Profile of an ideal Reading Teacher
Unit 2: 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
Harris and Sipay (1985). How to Increase Reading Ability Hermosa, N. (2002). The Psychology of Reading. Philippines: UP Open University
Brainstorming Panel Discussion Reciprocal teaching Role Playing/ talk show Designing a matrix of the Profile of an ideal Reading Teacher Sharing of Research studies retrieved from journals
Written Quizzes Facilitation of assigned topics Group reports A Matrix of the Profile of an ideal Reading Teacher Reaction Paper Story grammar/expository texts analyses
Projectors Charts Manila paper/cartolina marking pens short narratives for story grammar analysis expository texts
12 hours
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Desired Learning Outcomes (DLO)
Course Content/ Subject Matter
Textbooks/ References
Teaching and Learning Activities (TLAs)
Assessment Task (ATs)
Resource Materials
Time Table
3. shared research
studies focusing on the effects of these factors on reading performance
II. Extrinsic Factors A. Social/ Environmental 1. The Family and Peers 2. The Reading Teacher-a scholar and romanticist 3. The Text-organization and structure
Analyzing narrative and expository texts
At the end of the unit, the students must have: 1. recognized and employed word recognition/ vocabulary techniques 2. created activities/exercises for the development of word recognition skills
Unit 3: Word Recognition and Meaning Vocabulary A. Three Areas of Word Study
1. Word Knowledge, Recognition and Analysis
B. Vocabulary techniques 1. Picture Clues 2. Configuration 3. Context Clues 4. Structural analysis 5. Word Association 6. Word Builders clusters, clines,
etc. 7. use of idioms and figures of speech
Bernardo, A. (2009). Developmental Reading 1 Milan, D. (1995). Developing Reading Skills Romero, A. & Romero, R. (2005). Developmental Reading. Manila: Rex Bookstore Villamin, A. (1984). Innovative Strategies in Teaching Reading. Quezon City: Phoenix Publishing House, Inc.
Listing of skills Small group discussion Mini-workshop on creating activities/exercises for word recognition/vocabulary Presentation of outputs
Written Quizzes Samples of activities Compilation of Activities
Hand-outs on word recognition/vocabulary techniques
9 hours
At the end of the unit, the students must have: 1. discussed the nature of the comprehension process 2. developed their comprehension skills in the five (5) dimensions
Unit 4: Developing Comprehension Skills A. Comprehension Skills and Dimensions 1. Literal Level 1.1 Noting details 1.2 Sequencing events 1.3 Associating quotations with speakers,
Bernardo, A. (2009). Developmental Reading 1 Milan, D. (1995). Developing Reading Skills Romero, A. & Romero,
Buzz sessions Micro teaching Mini-workshops on formulating comprehension questions in the different dimensions
Written quizzes Facilitation of assigned topics Making a checklist of comprehension skills
Samples of passages for comprehension with questions in the different levels Storybooks
12 hours
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Desired Learning Outcomes (DLO)
Course Content/ Subject Matter
Textbooks/ References
Teaching and Learning Activities (TLAs)
Assessment Task (ATs)
Resource Materials
Time Table
3. categorized specific skills belonging to the five(5) levels of comprehension 4. formulated questions for the development of comprehension skills in the different levels
etc. 2. Interpretive Level 2.1 Getting the main idea 2.2 Making inferences 2.3 Predicting outcomes 2.4 Identifying cause-effect relationship 2.5 drawing conclusions and generalizations 2.6 summarizing, Etc. 3. Critical level 3.1 Evaluating authors 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.
R. (2005). Developmental Reading. Manila: Rex Bookstore Villamin, A. (1984). Innovative Strategies in Teaching Reading. Quezon City: Phoenix Publishing House, Inc.
OHP LCD projector laptop
At the end of the unit, the students must have: 1. recognized the different skills in organizing information 2. utilized the different resources in searching for information 3. chosen appropriate materials for pleasure reading 4. showcased creative interpretations of literary materials read
Unit 5: Study Skills and Aesthetic Reading A. Skills in Organizing Information 1. Skimming / Scanning 2. Note taking, outlining 3. Summarizing B. Efferent Reading via Informational materials 1. Reference books 2. Non-book materials-pamphlets, clippings, EMC materials 2.1 graphics maps, graphs, charts C. Tales, modern short stories, plays, book/movie tie-ins, essays, poetry.
Bernardo, A. (2009). Developmental Reading 1 Romero, A. & Romero, R. (2005). Developmental Reading. Manila: Rex Bookstore Villamin, A. (1984). Innovative Strategies in Teaching Reading. Quezon City: Phoenix Publishing House, Inc.
Visiting to resource centers Story sharing activities Free reading activities Film Viewing
Written Quizzes Reaction Paper Live performance in Funtasia Book/movie review
Reference Materials (Encyclopedia Dictionary Magazines Newspapers Atlas Almanac) Non-book materials (EMC materials Pamphlets, etc.) Graphic materials (maps, graphs, etc.)
9 hours
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Desired Learning Outcomes (DLO)
Course Content/ Subject Matter
Textbooks/ References
Teaching and Learning Activities (TLAs)
Assessment Task (ATs)
Resource Materials
Time Table
Storybooks
Suggested Readings and References
Course Requirements
Grading System Midterm Finals Quizzes 35% 30% Long Exam 45% 40% Outputs - 20% Participation 20% 10% TOTAL 100% 100%
Classroom Policies
SAMPLE COURSE SYLLABUS
Course Name General and Inorganic Chemistry (Lecture and Laboratory)
Course Credits 3 units lecture and 5.4 units laboratory
Course Description The course introduces the students to the nature, theories and scope of the reading process to enhance their reading proficiency, hone critical, creative and metacognitive reading skills as a tool for learning;
Contact Hours/week 3 hours
Prerequisite None
Course Objectives At the end of the semester, the students must have: 1. understand the concepts, principles and theories in chemistry that are applicable to their daily lives and chosen career. 2. realized the importance and relevance of chemical education in meeting the technological needs of the country; 3. acquired problem solving, critical thinking, and manipulative skills in learning; 4. developed a sense of value which characterizes a responsible citizen of the community and the country.
COURSE OUTLINE AND TIMEFRAME
Course Content/Subject Matter
Week 1-18 I. Introduction to Chemistry: Matter and Measurement Chemistry as a Quantitative Science - Development of Modern Chemistry - The Scientific Method
Units of Measurement - Measurement and Significant Figures
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- SI and Derived Units Matter - Classification - Properties and Changes Involving Matter
Value Focus: D. Critical thinking, Patience, Accuracy, Orderliness
II. Atomic Structure and the Periodic Table Structure of an Atom Atomic and Mass Number Isotopes &Atomic Masses The Periodic Law and the Periodic Table Quantum Mechanical Model of the Atom Electron Configurations and the Periodic Table Periodic Trends and Properties - Sizes of Atoms and Ions - Ionization Energy - Electron Affinities - Metals, Nonmetals, Metalloids
Value Focus: Critical thinking, Sense of Belonging; Fairness III. Chemical Bonding and Nomenclature Lewis Electron Dot Diagrams The Octet Rule & the Rules on Oxidation Numbers Chemical Bonds - The Ionic Bond
Polyatomic Ions - The Covalent Bond
Molecular Geometry Chemical Nomenclature & Formulas
- Electronegativity Polar & Nonpolar molecules
- Hydrogen Bond Molecular Geometry IV. Stoichiometry: Calculations with Chemical Formulas and Equations
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Formula Mass The Mole Writing and Balancing Chemical equations Reduction-Oxidation Reaction Types of Chemical Reactions Stoichiometry Value Focus: Critical thinking, patience, and accuracy V. Gases, Liquids, and Solids Kinetic Molecular Theory (KMT) Properties and Behavior of Solids, Liquids and Gases Gas Laws
Boyles Law Charless Law Combined Gas Law Ideal Gas Law Daltons Law of Partial Pressure
Grahams Law of Diffusion VI. Solutions and Colloids Characteristics and Types of Solutions Solubility Factors affecting solubility
Concentration of Solutions % by Mass; Volume Mole Fraction Molarity Normality
Colligative Properties of Solutions Colloids VII. Acids and Bases Acid-base Theories pH Electrolytes and Non-
Electrolytes Buffers
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VIII. Chemical Kinetics and Equilibrium Effective Collisions Factors Affecting Rate Le Chateliers Principle IX. Nuclear Chemistry Nuclear Radiation Radioactivity Types of Radiation Detection of Radiation Activity and Half-life Nuclear Equations
Nuclear Stability
Natural and Radioactive Decay The Radioactive Elements and their Uses
SAMPLE LEARNING PLAN
DESIRED LEARNING OUTCOMES (DLO)
COURSE CONTENT/ SUBJECT MATTER
TEXTBOOKS/ REFERENCES
TEACHING AND LEARNING ACTIVITIES (TLAs)
ASSESSMENT TASK (ATs) RESOURCE MATERIAL
TIME TABLE
Lecture Laboratory Lecture Laboratory
At the end of the unit, the student must have: a) Traced back the
history of Chemistry and confirmed its usefulness in life.
b) Solved problems using the scientific method, expressing answers with the correct number of significant figures
c) Gained confidence to convert units of
I. Introduction to Chemistry: Matter and Measurement Chemistry as a Quantitative
Science
- Development of Modern Chemistry
- The Scientific Method Units of Measurement - Measurement and
Significant Figures
- SI and Derived Units Matter - Classification - Properties and Changes
Stoker, S.H. (2010). Exploring General, organic, and Biological chemistry. Philippines; Cengage Learning Asia Pte. Ltd.pp 17-36.
Bettelheim, F. A. et. al. (2007). Introduction to General, Organic, and Biochemistry. 8th ed. Singapore:
Historical Approach using timeline
Independent e-study
Lecture/ Discussion using electronic module or power point presentation
Analyzing the Periodic Table of
Hands-on Minds-on Laboratory Activities: Measurem
ent Common
Laboratory Operations
Kinds of matter and their properties
Classes of Compounds: Acids, bases & Salts
Quiz
Graded Assignment
Marked
Seatwork
Quiz
Identifying Common Laboratory Equipment/ Apparatus
Practical Test on Common
Textbooks
Power point Presentation
Multi Media
System
Activity
Sheets/La
b. Manual
3 hours
-
20 | P a g e
DESIRED LEARNING OUTCOMES (DLO)
COURSE CONTENT/ SUBJECT MATTER
TEXTBOOKS/ REFERENCES
TEACHING AND LEARNING ACTIVITIES (TLAs)
ASSESSMENT TASK (ATs) RESOURCE MATERIAL
TIME TABLE
Lecture Laboratory Lecture Laboratory
quantity of matter d) Described the basic
properties and changes of the 3 states of matter as a result of their structure
e*)measure physical quantities with accuracy and precision f*)identified laboratory apparatus and used them properly and accordingly g*)performed properly
necessary laboratory operations
Involving Matter Value Focus: Critical thinking, Patience, Accuracy, Orderliness
Thomson Learning Asia. pp 1 -19
Brown, T. L. et. Al. (2003). Chemistry the Central Science. 9th ed. Singapore: Pearson Education Asia Pte. Ltd. pp 2 -26
Monroy, A. E. M. Laboratory Activities in General and Inorganic Chemistry. WVSU. pp 3 - 22
Elements Physical and Chemical changes
Law of Conservation of Mass
Law of Definite Proportion
Lecture/Discussion Synthesis of
discussion based on the laboratory results
Laboratory Procedures
Observati
on of group/
individual work
Marked
Written Reports
Laboratory Equipment
Chemicals
At the end of the unit, the student must have: a) Described the
structure of the different models of an atom
b) Differentiated atomic from mass number and solved problems in relation to this.
c) Defined and compared isotopes and determined atomic masses of isotopes of elements
d) Written the set of quantum numbers of
II. Atomic Structure and the Periodic Table Structure of an Atom Atomic and Mass
Number
Isotopes &Atomic Masses The Periodic Law and the
Periodic Table Quantum Mechanical Model
of the Atom Electron Configurations and
the Periodic Table Periodic Trends and
Properties
- Sizes of Atoms and Ions - Ionization Energy
Stoker, S.H. (2010). Exploring General, organic, and Biological chemistry. Philippines; Cengage Learning Asia Pte. Ltd. pp 17-36.
Bettelheim, F. A. et. al. (2007). Introduction to General, Organic, and Biochemistry. 8th ed. Singapore: Thomson Learning Asia. pp
Lecturette
Demonstration
Board work/Giving Exercises
Individual Activities: Writing
Quantum Numbers
Electron Configuration
Quiz Worksheets on the activities
Periodic Table of Elements
3 hours
-
21 | P a g e
DESIRED LEARNING OUTCOMES (DLO)
COURSE CONTENT/ SUBJECT MATTER
TEXTBOOKS/ REFERENCES
TEACHING AND LEARNING ACTIVITIES (TLAs)
ASSESSMENT TASK (ATs) RESOURCE MATERIAL
TIME TABLE
Lecture Laboratory Lecture Laboratory
electrons in an atom e) Written the electron
configuration of an element and related it to its properties and position in the periodic table
f) Explained the periodic trends and properties of elements and why they react.
- Electron Affinities - Metals, Nonmetals,
Metalloids Value Focus: Critical thinking, Sense of Belonging; Fairness
29 -59 Brown, T. L. et. al.
(2003). Chemistry the Central Science. 9th ed. Singapore: Pearson Education Asia Pte. Ltd. pp 200 - 225
http://www.chem.wisc.edu/areas/clc (retrieved July 19, 2014)
At the end of the Module, the student must have: a) Determined the
oxidation number of an element in a compound
b) Written the electron-dot representation of ion/atom/compound and determine its geometry
c) Identified the bond that connects atoms/ions in a compound as well as the bonds characteristics
d) Named and have written formula of
III. Chemical Bonding and Nomenclature
Lewis Electron Dot Diagrams The Octet Rule & the Rules on
Oxidation Numbers Chemical Bonds - The Ionic Bond
Polyatomic Ions - The Covalent Bond
Molecular Geometry Chemical
Nomenclature & Formulas
- Electronegativity Polar & Nonpolar
molecules
- Hydrogen Bond Molecular Geometry
Stoker, S.H. (2010). Exploring General, organic, and Biological chemistry. Philippines; Cengage Learning Asia Pte. Ltd. pp119 - 186.
Bettelheim, F. A. et. al. (2007). Introduction to General, Organic, and Biochemistry. 8th ed. Singapore: Thomson Learning Asia. pp 93 -111
Brown, T. L. et. al. (2003). Chemistry
Lecturette/ Class Discussion Accomplishing
Tasks: Exercise on
writing the electron dot structure of some elements
Determining the type of bond in a given compound
Writing & determining molecular
Hands-on Laboratory Activities: Preparation
of O2/Determination of Percentage of O2 in Potassium Chlorate & Water in a Hydrate
Determination of the Formula of a Hydrate
Quiz
Quiz
PowerPoint presentation Multimedia
System Laboratory
Equipment
Chemicals
Activity sheets
6 hours
-
22 | P a g e
DESIRED LEARNING OUTCOMES (DLO)
COURSE CONTENT/ SUBJECT MATTER
TEXTBOOKS/ REFERENCES
TEACHING AND LEARNING ACTIVITIES (TLAs)
ASSESSMENT TASK (ATs) RESOURCE MATERIAL
TIME TABLE
Lecture Laboratory Lecture Laboratory
compounds
the Central Science. 9th ed. Singapore: Pearson Education Asia Pte. Ltd. pp 276 -328
geometry of some compounds
At the end of the Module, the student must have: a)Solved formula mass of
a substance. b) Defined mole as a
quantity c)Solved mole
conversion problems using the factor label method
d)Balanced molecular and ionic chemical equations using inspection method
e)Identified redox reactions and balanced them
f)Determined the type of chemical reaction being represented by a given chemical equation
g)Solved stoichiometric problems
h)Identified the limiting and
IV. Stoichiometry: Calculations with Chemical Formulas and Equations
Formula Mass
The Mole Writing and Balancing
Chemical equations Reduction-Oxidation Reaction Types of Chemical Reactions Stoichiometry Value Focus: Critical thinking, patience, and accuracy
Stoker, S.H. (2010). Exploring General, organic, and Biological chemistry. Philippines; Cengage Learning Asia Pte. Ltd. pp188-219.
Bettelheim, F. A. et. al. (2007). Introduction to General, Organic, and Biochemistry. 8th ed. Singapore: Thomson Learning Asia. pp 129 -148
Brown, T. L. et. al. (2003). Chemistry the Central Science. 9th ed. Singapore: Pearson Education Asia Pte. Ltd. pp 76 109
Lecturette/ Class Discussion Seatwork and
boardwalk Accomplishing
Tasks: Exercises on Solving
formula mass Mole
problems/ chemical calculations
Writing and balancing chemical equations
Calculations based on chemical equations
Abstraction and Analysis after each task
Hands-on Laboratory Group Activity:
Determination of the Percentage of Oxygen in Potassium Chlorate
Determination of the Formula of a Hydrate/The Percentage of Water of Hydration in a Hydrate
An
Investigation: Reacting Volumes of two solutions of known concentrations
Quiz Problem
Set
Quiz Written
report of laboratory results
Observation of group/individual work
PowerPoint presentation Multimedia
System Laboratory
Equipment, Manual
Chemicals
Periodic Table of Elements
9 hours
-
23 | P a g e
DESIRED LEARNING OUTCOMES (DLO)
COURSE CONTENT/ SUBJECT MATTER
TEXTBOOKS/ REFERENCES
TEACHING AND LEARNING ACTIVITIES (TLAs)
ASSESSMENT TASK (ATs) RESOURCE MATERIAL
TIME TABLE
Lecture Laboratory Lecture Laboratory
excess reagents in a reaction and determine the actual and theoretical yields.
Monroy, A. E. M. Laboratory Activities in General and Inorganic Chemistry. WVSU. pp.28 31; 44 47
MIDTERM EXAMINATION
At the end of the Module, the student must have: a) Stated and
discussed the postulates of the Kinetic Molecular Theory
b) Used the KMT in describing the behavior and properties of solids, liquids, and gases
c) Stated the different gas laws and solved problems applying the gas laws on everyday experiences and observations
V. Gases, Liquids, and Solids
Kinetic Molecular Theory (KMT)
Properties and Behavior of Solids, Liquids and Gases
Gas Laws Boyles Law Charless Law Combined Gas Law Ideal Gas Law Daltons Law of Partial
Pressure Grahams Law of
Diffusion
Stoker, S.H. (2010). Exploring General, organic, and Biological chemistry. Philippines; Cengage Learning Asia Pte. Ltd. pp 221 -258
Bettelheim, F. A. et. al. (2007). Introduction to General, Organic, and Biochemistry. 8th ed. Singapore: Thomson Learning Asia. pp 160 170; 182-188
Brown, T. L. et. al. (2003). Chemistry the Central Science. 9th ed.
Lecture/Discussion using CAI
Problem Solving Approach Accomplishing
Tasks: Problem Set
on Gas Laws
Laboratory Group Activity:
Grahams Law of Diffusion
Problems on Gas Laws
Quiz
Problem Set
Graded
Recitation/
Problem Solving
Quiz Written
report of laboratory results
Problem Set (Individual output)
Power point presentation Multimedia
System Laboratory
Equipment, Manual, and chemicals
9 hrs
-
24 | P a g e
DESIRED LEARNING OUTCOMES (DLO)
COURSE CONTENT/ SUBJECT MATTER
TEXTBOOKS/ REFERENCES
TEACHING AND LEARNING ACTIVITIES (TLAs)
ASSESSMENT TASK (ATs) RESOURCE MATERIAL
TIME 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 Module, the student must have: a) Described the
characteristics and types of solutions and gave examples of each type
b) Distinguished the different factors and explained their effects on the degree and rate of solubility
c) Expressed the concentration of solutions
VI. Solutions and Colloids
Characteristics and Types of Solutions
Solubility Factors affecting solubility Concentration of Solutions % by Mass; Volume Mole Fraction Molarity Normality Colligative Properties of
Solutions Colloids
Stoker, S.H. (2010). Exploring General, organic, and Biological chemistry. Philippines; Cengage Learning Asia Pte. Ltd. pp 221 -258
Bettelheim, F. A. et. al. (2007). Introduction to General, Organic, and Biochemistry. 8th ed. Singapore: Thomson Learning Asia. pp
Lecture/Discussion
Demonstration Lesson
Problem solving Concentration
of Solution
Practical Work Approach Act. 13:
Factors Affecting Solubility
Act. 14:Factors Affecting Rate of Solubility
Act. 16: Colligative Properties of solutions
Act. 17: Colloids and
Written Quiz
Problem Set
Graded
Recitation/
Problem Solving
Quiz
Written report of laboratory results
Skill Test/Practical Test
Power point presentation Multimedia
System Laboratory
Equipment, Manual, and chemicals
Periodic
Table of Elements
12 hrs
-
25 | P a g e
DESIRED LEARNING OUTCOMES (DLO)
COURSE CONTENT/ SUBJECT MATTER
TEXTBOOKS/ REFERENCES
TEACHING AND LEARNING ACTIVITIES (TLAs)
ASSESSMENT TASK (ATs) RESOURCE MATERIAL
TIME TABLE
Lecture Laboratory Lecture Laboratory
quantitatively d) Discussed the
different colligative properties of solutions
e) Described the properties of colloids and their environmental and industrial importance
192 -218 Brown, T. L. et. al.
(2003). Chemistry the Central Science. 9th ed. Singapore: Pearson Education Asia Pte. Ltd. pp 484 - 514 Monroy, A. E. M.
Laboratory
Activities in
General and
Inorganic
Chemistry.
WVSU. pp.37
43; 48 56
Surface Chemistry
At the end of the Module, the student must have: a) Defined and
differentiated acid and base in terms of the different acid-base theories (Lewis, Bronsted-Lowry; Arrhenius)
b) Used pH in classifying solutions used in daily activities as acidic, basic or neutral.
VII. Acids and Bases
Acid-base Theories
pH
Electrolytes and Non- Electrolytes
Stoker, S.H. (2010). Exploring General, organic, and Biological chemistry. Philippines; Cengage Learning Asia Pte. Ltd. pp 338 - 387
Bettelheim, F. A. et. al. (2007). Introduction to General, Organic, and Biochemistry. 8th ed. Singapore:
Lecture/Discussion
Demonstration Lesson
Performing
Calculations (Seatwork and Board work)
PWA Using local
indicator to determine acidity and basicity of common materials
Quiz
Graded Recitation
Problem
s Set on pH Concept
Quiz
Written laboratory report Skill Test
Power point presentation Multimedia
System Laboratory
Equipment, Manual, and chemicals
Library
9 hrs
-
26 | P a g e
DESIRED LEARNING OUTCOMES (DLO)
COURSE CONTENT/ SUBJECT MATTER
TEXTBOOKS/ REFERENCES
TEACHING AND LEARNING ACTIVITIES (TLAs)
ASSESSMENT TASK (ATs) RESOURCE MATERIAL
TIME TABLE
Lecture Laboratory Lecture Laboratory
c) Differentiated electrolytes from non-electrolytes and give their biological importance.
d) Discussed buffers and their applications
Buffers
Thomson Learning Asia. pp 251 - 281
Brown, T. L. et. al. (2003). Chemistry the Central Science. 9th ed. Singapore: Pearson Education Asia Pte. Ltd. pp 614 648
Materials
At the end of the Module, the student must have: a) Identified the
requisites of effective collisions
b) Named the factors that affect reaction rates and explain the effect of each.
c) Stated the Le Chateliers Principle
d) Identified the stress factors that may disrupt equilibrium
e) Applied Le Chateliers Principle to predict how equilibrium conditions change when a system is disturbed
VIII. Chemical Kinetics and Equilibrium
Effective Collisions Factors Affecting Rate Le Chateliers Principle
Stoker, S.H. (2010). Exploring General, organic, and Biological chemistry. Philippines; Cengage Learning Asia Pte. Ltd. pp 312 - 337
Bettelheim, F. A. et. al. (2007). Introduction to General, Organic, and Biochemistry. 8th ed. Singapore: Thomson Learning Asia. pp 240 -246
Brown, T. L. et. al. (2003). Chemistry the Central Science. 9th ed.
Lecture/Discussion
Problem Based Approach applying Le-Chateliers Principle
Quiz
Seatwork
Graded
Recitation
Problems Set applying Le Chateliers principle
Graded Recitation
Problems Set applying Le Chateliers principle
6 hrs
-
27 | P a g e
DESIRED LEARNING OUTCOMES (DLO)
COURSE CONTENT/ SUBJECT MATTER
TEXTBOOKS/ REFERENCES
TEACHING AND LEARNING ACTIVITIES (TLAs)
ASSESSMENT TASK (ATs) RESOURCE MATERIAL
TIME TABLE
Lecture Laboratory Lecture Laboratory
Singapore: Pearson Education Asia Pte. Ltd. pp 525 532; 543 544; 594- 603
At the end of the Module, the student must have: a) Defined radioactivity,
radioisotopes , and half-life
b) Enumerated and explained how radiations are detected
c) Explained the occurrence of radioactivity
d) Described the different types of radiation and justified their emission.
e) Solved simple problems involving half-life of radioactive materials
f) Written nuclear reactions and predict products of such reactions
g) Differentiated fission from fusion
h) Described the characteristics of radioactive elements
IX. Nuclear Chemistry
Nuclear Radiation Radioactivity Types of Radiation Detection of Radiation Activity and Half-life Nuclear Equations
Nuclear Stability
Natural and Radioactive Decay
The Radioactive Elements and their Uses
Stoker, S.H.
(2010). Exploring General, organic, and Biological chemistry. Philippines; Cengage Learning Asia Pte. Ltd. pp 388 - 423
Bettelheim, F. A. et. al. (2007). Introduction to General, Organic, and Biochemistry. 8th ed. Singapore: Thomson Learning Asia. pp 63 - 89
Brown, T. L. et. al. (2003). Chemistry the Central Science. 9th ed. Singapore: Pearson Education Asia Pte. Ltd. pp 832 -860
Lecture/Discussion
Computer-aided instruction
Reporting
Seat-work on balancing nuclear reactions
Research Work
on Radioactivity and their uses
Quiz and Essay writing
Graded Oral Report
Movie maker presentation
Graded Recitation
Problems Set applying Le Chateliers principle
9 hrs
-
28 | P a g e
DESIRED LEARNING OUTCOMES (DLO)
COURSE CONTENT/ SUBJECT MATTER
TEXTBOOKS/ REFERENCES
TEACHING AND LEARNING ACTIVITIES (TLAs)
ASSESSMENT TASK (ATs) RESOURCE MATERIAL
TIME TABLE
Lecture Laboratory Lecture Laboratory
and give their uses based on their characteristics or properties
FINAL EXAMINATION
Sample Grading System
Midterm Finals Quizzes 35% 30% Long Exam 45% 40% Outputs - 20% Participation 20% 10% TOTAL 100% 100%
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