BUDGET CIM - Physics1&2

DRRR_CURRICU
Learning Competency/ies Code
1. Explain the meaning of disaster; DRR11/12-Ia-b-1
2. Differentiate the risk factors underlying DRR11/12-Ia-b-2

disasters;
3. Describe the effects of disasters on one’s life; DRR11/12-Ia-b-3
Basic concept of disaster
and disaster risk 4. Explain how and when an event becomes a
disaster; DRR11/12-Ia-b-4
5. Identify areas/locations exposed to hazards
that may lead to disasters; and DRR11/12-Ia-b-5
6. Analyze disaster from the different
perspectives (physical, psychological, socio-
cultural, economic, political, and biological). DRR11/12-Ia-b-6
1. Enumerate elements exposed to hazards;
DRR11/12-Ic-7
2. Explain the meaning of vulnerability; DRR11/12-Ic-8
3. Explain why certain sectors of society are
more vulnerable to disaster than others; DRR11/12-Ic-9
EXPOSURE AND
4. Analyze why certain structures are more
VULNERABILITY vulnerable to specific hazards than others; DRR11/12-Ic-10
5. Determine the elements that are exposed to a DRR11/12-Id-11
particular hazard;
6. Recognize vulnerabilities of different elements
exposed to specific hazards; and DRR11/12-Id-12
1st Quarter 7. Differentiate among hazards, exposure, and DRR11/12-Id-13
vulnerabilities and give examples from actual
1. Define hazards; DRR11/12-Ie-14
situations.
Basic concept of hazard
2.
3. Give examples
Explain of the
the impact types ofhazards
of various hazards;onand DRR11/12-Ie-15
different exposed elements. DRR11/12-Ie-16
1. Identify various potential earthquake hazards; DRR11/12-If-g-17

2. Recognize the natural signs of an impending
tsunami; DRR11/12-If-g-18
3. Analyze the effects of the different earthquake
Earthquake Hazards
hazards; DRR11/12-If-g-19
4. Interpret different earthquake hazard maps;
and DRR11/12-If-g-20
5. Apply precautionary and safety measures
before, during, and after an earthquake. DRR11/12-If-g-21
1. Explain various volcano-related hazards; DRR11/12-Ih-i-22
2. Differentiate among different volcano hazards; DRR11/12-Ih-i-23
3. Recognize signs of an impending volcanic
eruption; DRR11/12-Ih-i-24
Volcano Hazards
Volcano Hazards
4. Interpret different volcano hazard maps; and DRR11/12-Ih-i-25

5. Apply appropriate measures/interventions
before, during, and after a volcanic eruption. DRR11/12-Ih-i-26
1. Discuss the different geological hazards; DRR11/12-IIa-b-27

2. Analyze the causes of geological hazards; DRR11/12-IIa-b-28
3. Recognize signs of impending geological
hazards; DRR11/12-IIa-b-29
Other related geological
hazards 4. Interpret geological maps; and DRR11/12-IIa-b-30
5. Apply mitigation strategies to prevent loss of

lives and properties. DRR11/12-IIa-b-31
1. Distinguish and differentiate among and
between different hydrometeorological hazards; DRR11/12-IIc-d-32
2. Recognize signs of impending
hydrometeorological hazards; DRR11/12-IIc-d-33
Hydrometeorological 3. Apply appropriate measures/interventions

hazards before, during, and after hydrometeorological
hazards; DRR11/12-IIc-d-34
4. Interpret different hydrometeorological hazard
maps; and DRR11/12-IIc-d-35
5. Use available tools for monitoring hydro-
meteorological hazards. DRR11/12-IIc-d-36
1. Recognize elements of the fire triangle in
different situations; DRR11/12-IIe-f-37
2nd Quarter
2. Analyze the different causes of fires; DRR11/12-IIe-f-38
Fire hazard
3. Observe precautionary measures and proper
procedures in addressing a fire incident; DRR11/12-IIe-f-39
4. Apply basic response procedures during a fire
incident; and DRR11/12-IIe-f-40
5. Follow fire emergency and evacuation DRR11/12-IIe-f-41
1. Discuss the key concepts, principles, and

elements of DRR; DRR11/12-IIg-h-42
2. Recognize the importance of DRR on one’s
life; DRR11/12-IIg-h-43
Concept of Disaster Risk
Reduction (DRR) and
3. Discuss different community-based practices
Disaster Risk Reduction
for managing disaster risk to specific hazards; DRR11/12-IIg-h-44
and Management (DRRM)
4. Develop a community preparedness plan; and DRR11/12-IIg-h-45
5. Prepare survival kits and materials for one’s

family and for public information and advocacy. DRR11/12-IIg-h-46
1. Explain DRR-related laws and policies; DRR11/12-IIi-j-47

What to expect between the
State and the citizens
What to expect between the
2. Avail of existing DRR-related services
State and the citizens
programs and projects; and DRR11/12-IIi-j-48
3. Abide by public policies on DRRM. DRR11/12-IIi-j-49
DRRR_CURRICULUM IMPLEMENTATION MATRIX
Assessment
Effective
Target Day In Charge-DLP Strategies Classroom
Management Method
Assessment
Learning Resources/
Contextualization
Materials Needed
Activity
EARTH SCIENCE_C
1. describe the historical development of theories that S11ES-Ia-1

explain the origin of the Universe
2. compare the different hypotheses explaining the origin of S11ES-Ia-2
I. ORIGIN AND
the Solar System
STRUCTURE OF THE
EARTH 3. describe the characteristics of Earth that are necessary to S11ES-Ia-b-3
support life
4. explain that the Earth consists of four subsystems, across
whose boundaries matter and energy flow S11ES-Ib-4
1. identify common rock-forming minerals using their
physical and chemical properties S11ES-Ib-5
2. classify rocks into igneous, sedimentary, and
metamorphic S11ES-Ic-6
3. identify the minerals important to society
S11ES-Ic-7
4. describe how ore minerals are found, mined, and
processed for human use S11ES-Ic-d-8
5. cite ways to prevent or lessen the environmental impact
that result from the exploitation, extraction, and use of
mineral resources S11ES-Id-9
6. describe how fossil fuels are formed S11ES-Id-10
7. explain how heat from inside the Earth is tapped as a
source of energy (geothermal) for human use S11ES-Ie-11
1st Quarter 8. explain how energy (hydroelectric) is harnessed from
flowing water S11ES-Ie-12
9. cite ways to address the different environmental concerns
related to the use of fossil fuels, geothermal energy, and
II. EARTH MATERIALS hydroelectric energy S11ES-Ie-f-13
AND RESOURCES
10. recognize how water is distributed on Earth S11ES-If-14
11. identify the various water resources on Earth S11ES-If-g-15
12. explain how different activities affect the quality and
availability of water for human use S11ES-Ig-16
13. suggest ways of conserving and protecting water
resources S11ES-Ig-16
14. identify human activities, such as farming, construction
of structures, and waste disposal, that affect the quality and
quantity of soil S11ES-Ih-17
15. give ways of conserving and protecting the soil for
future generations S11ES-Ih-i-18
16. describe how people generate different types of waste
(solid, liquid, and gaseous) as they make use of various S11ES-Ii-19
materials and resources in everyday life
17. explain how different types of waste affect people’s
health and the environment S11ES-Ii-j-20
18. cite ways of reducing the production of waste at home,
in school, and around the community S11ES-Ij-21
1. describe how rocks undergo weathering S11ES-IIa-22
2. explain how the products of weathering are carried away by erosion and
deposited elsewhere S11ES-IIa-b-23
3. explain how rocks and soil move downslope due to the
direct action of gravity S11ES-IIb-22
4. explain why the Earth’s interior is hot S11ES-IIb-c-23
5. describe how magma is formed S11ES-IIc-24

6. describe what happens after magma is formed S11ES-IIc-25
7. describe the changes in mineral components and texture
of rocks due to changes in pressure and temperature
(metamorphism) S11ES-IIc-d-26
8. describe how rocks behave under different types of
stress such as compression, pulling apart, and shearing S11ES-IId-27
EARTH PROCESS
9. identify the layers of the Earth S11ES-IId-28
10. differentiate the layers of the Earth from each other S11ES-IIe-29
2nd Quarter 11. describe the continental drift theory S11ES-IIe-30
12. discuss evidence that support continental drift S11ES-IIe-31

13. explain how the seafloor spreads S11ES-IIf-32
14. describe the structure and evolution of ocean basins S11ES-IIf-33

15. explain how the movement of plates leads to the
formation of folds, faults, trenches, volcanoes, rift valleys,
and mountain ranges S11ES-IIg-h-34
1. describe how layers of rocks (stratified rocks) are formed S11ES-IIh-35

2. describe the different methods (relative and absolute dating) of
determining the age of stratified rocks S11ES-IIh-i-36
3. explain how relative and absolute dating were used to determine the
IV. HISTORY OF THE subdivisions of geologic time S11ES-IIi-37
EARTH
4. describe how index fossils (also known as guide fossils) are used to
define and identify subdivisions of the geologic time scale S11ES-Ii-j-38
5. describe the history of the Earth through geologic time S11ES-IIj-39

ARTH SCIENCE_CURRICULUM IMPLEMENTATION MATRIX
Assessment
Effective
Management Method
Assessment
Learning Resources/
Contextualization
Materials Needed
Activity
BIOLOGY I CURRICULUM IM
Learning Competency/ies Code Target Day
1. explain the postulates of the cell STEM_BIO11/12Ia-

theory c-1
Cell 2. describe the structure and function of STEM_BIO11/12Ia-

major and subcellular organelles c-2
3. distinguish prokaryotic and eukaryotic STEM_BIO11/12Ia-

cells according to their distinguishing c-3
features
classify different cell types (plant/animal
tissues) and specify the function(s) of
each
STEM_BIO11/12Ia-
STEM
c-4
describe some cell modifications that
lead to adaptation to carry out
specialized functions (e.g., microvilli,
STEM_BIO11/12Ia-
root hair)
c-5
characterize the phases of the cell cycle STEM_BIO11/12Id-
and their control points f-6
describe the stages of mitosis/meiosis STEM_BIO11/12Id-
given 2n=6 f-7
discuss crossing over and recombination STEM_BIO11/12Id-
in meiosis f-8
explain the significance or applications STEM_BIO11/12Id-
of mitosis/meiosis f-9
identify disorders and diseases that
result from the malfunction of the cell STEM_BIO11/12Id-
during the cell cycle f-10
describe the structural components of STEM_BIO11/12Ig-
the cell membrane h-11
relate the structure and composition of STEM_BIO11/12Ig-
the cell membrane to its function h-12
explain transport mechanisms in cells
(diffusion osmosis, facilitated transport, STEM_BIO11/12Ig-
active transport) h-13
. differentiate exocytosis and STEM_BIO11/12Ig-
endocytosis h-14
categorize the biological

molecules(lipids, carbohydrates,
proteins, and nucleic acids) according STEM_BIO11/12Ii-j-
to their structure and function 15
explain the role of each biological STEM_BIO11/12Ii-j-

Biological
Molecules molecule in specific metabolic processes 16
STEM_BIO11/12Ii-j-
describe the components of an enzyme 17
STEM_BIO11/12Ii-j-
explain oxidation/reduction reaction 18
determine how factors such as pH,
temperature, and substrate affect STEM_BIO11/12Ii-j-
enzyme activity 19
explain coupled reaction processes and

describe the role of ATP in energy STEM_BIO11/12IIa-
coupling and transfer j-1
describe the major features and
chemical events in photosynthesis and STEM_BIO11/12IIa-
respiration j-2
explain the importance of chlorophyll STEM_BIO11/12IIa-
and other pigments j-3
describe the patterns of electron flow STEM_BIO11/12IIa-
through light reaction events j-4
describe the significant events of the STEM_BIO11/12IIa-
Calvin cycle j-5
differentiate aerobic from anaerobic STEM_BIO11/12IIa-
respiration j-6
explain the major features and
sequence
Energy Transformation the chemical events of cellular STEM_BIO11/12IIa-
respiration j-7
distinguish major features of glycolysis,

Krebs cycle, electron transport system, STEM_BIO11/12IIa-
and chemiosmosis j-8
describe reactions that produce and STEM_BIO11/12IIa-
consume ATP j-9
describe the role of oxygen in respiration
and describe pathways of electron flow STEM_BIO11/12IIa-
in the absence of oxygen j-10
compute the number of ATPs needed or STEM_BIO11/12IIa-

gained in photosynthesis and respiration j-11
explain the advantages and
disadvantages of fermentation and STEM_BIO11/12IIa-
aerobic respiration j-12
BIOLOGY I CURRICULUM IMPLEMENTATION MATRIX
Assessment
Effective
In Charge-DLP Strategies Classroom
Management Method Activity
Learning Resources/
Contextualization
Materials Needed
BIOLOGY II CURRICULUM
Learning Competency/ies Code Target Day
compare and contrast the following STEM_BIO11/12IVa

processes in plants and animals: -h-1
reproduction, development, nutrition,
gas exchange, transport/circulation,
regulation of body fluids, chemical and
nervous control, immune systems, and
sensory and motor mechanisms
explain how some organisms maintain STEM_BIO11/12IVi-
Organismal steady internal conditions that possess j-2
Biology various structures and processes
describe examples of homeostasis (e.g., STEM_BIO11/12IVi-

temperature regulation, osmotic balance j-3
and glucose levels) and the major
features of feedback loops that produce
such homeostasis
predict genotypes and phenotypes of

parents and offspring using the laws of STEM_BIO11/12IIIa
inheritance -b-1
explain sex linkage and recombination STEM_BIO11/12IIIa
-b-2
describe modifications to Mendel’s STEM_BIO11/12IIIa
classic ratios (gene interaction) -b-3
Genetics illustrate the molecular structure of DNA, STEM_BIO11/12IIIa
RNA, and proteins -b-4
diagram the steps in DNA replication STEM_BIO11/12IIIa
and protein synthesis -b-5
outline the processes involved in genetic STEM_BIO11/12IIIa
engineering -b-6
discuss the applications of recombinant STEM_BIO11/12IIIa
DNA -b-7
describe general features of the history
of life on Earth, including generally
accepted dates and sequence of the
geologic time scale and characteristics
of major groups of organisms present STEM_BIO11/12IIIc
during these time periods -g-8
explain the mechanisms that produce

change in populations from generation
to generation (e.g., artificial selection,
natural selection, genetic drift, mutation, STEM_BIO11/12IIIc
Evolution and recombination) -g-9
Origin of
Biodiversity
show patterns of descent with
modification from common ancestors to
produce the organismal diversity STEM_BIO11/12IIIc
observed today -g-10
trace the development of evolutionary STEM_BIO11/12IIIc
thought -g-11
explain evidences of evolution (e.g.,

biogeography, fossil record, DNA/protein STEM_BIO11/12IIIc
sequences, homology, and embryology) -g-12
infer evolutionary relationships among
organisms using the evidence of STEM_BIO11/12IIIc
evolution -g-13
explain how the structural and
developmental characteristics and
relatedness of DNA sequences are used STEM_BIO11/12IIIh
in classifying living things j-14
Systematics identify the unique/distinctive
Based on characteristics of a specific taxon STEM_BIO11/12IIIh
Evolutionary relative to other taxa j-15
Relationships
describe species diversity and cladistics,

including the types of evidence and
procedures that can be used to establish STEM_BIO11/12IIIh
evolutionary relationships j-16
OLOGY II CURRICULUM IMPLEMENTATION MATRIX
Assessment
Effective
In Charge-DLP Strategies Classroom
Management Method Activity
Learning Resources/
Contextualization
Materials Needed
TOPIC Learning Competency/ies Code Target Day
1. Units
2. Physical Quantities 1. Solve measurement problems involving
3. Measurement conversion of units, expression of STEM_GP12EU-Ia-1 Day 1
4. Graphical Presentation measurements in scientific notation
5. Linear Fitting of Data
2. Differentiate accuracy from precision STEM_GP12EU-Ia-2
3. Differentiate random errors from

STEM_GP12EU-Ia-3
systematic errors
4. Use the least count concept to estimate

STEM_GP12EU-Ia-4
errors associated with single measurements
5. Estimate errors from multiple

measurements of a physical quantity using STEM_GP12EU-Ia-5 Day 2
variance
6. Estimate the uncertainty of a derived

quantity from the estimated values and
STEM_GP12EU-Ia-6
uncertainties of
directly measured quantities
7. Estimate intercepts and slopes—and and

their uncertainties—in experimental data
STEM_GP12EU-Ia-7
with linear dependence using the “eyeball
method” and/or linear regression formulae
Vectors 1. Differentiate vector and scalar quantities STEM_GP12V-Ia-8
Day 3
2. Perform addition of vectors STEM_GP12V-Ia-9
3. Rewrite a vector in component form STEM_GP12V-Ia-10

Day 4
4. Calculate directions and magnitudes of

STEM_GP12V-Ia-11
vectors
1. Convert a verbal description of a physical

Kinematics: Motion Along a situation involving uniform acceleration in
STEM_GP12Kin-Ib-12
Straight Line one dimension into a mathematical
description Day 5
2. Recognize whether or not a physical

situation involves constant velocity or STEM_GP12KIN-Ib-13
constant acceleration
3. Interpret displacement and velocity,

respectively, as areas under velocity vs. STEM_GP12KIN-Ib-14
time and acceleration vs. time curves
4. Interpret velocity and acceleration,

respectively,
STEM_GP12KIN-Ib-15
as slopes of position vs. time and velocity Day 6
vs. time curves
5. Construct velocity vs. time and

acceleration vs. time graphs, respectively,
corresponding to a STEM_GP12KIN-Ib-16
given position vs. time-graph and velocity
vs. time graph and vice versa
6. Solve for unknown quantities in equations
involving one-dimensional uniformly STEM_GP12KIN-Ib-17
accelerated motion
Day 7
7. Use the fact that the magnitude of
acceleration due to gravity on the Earth’s
STEM_GP12KIN-Ib-18
surface is nearly constant and approximately
9.8 m/s2 in free-fall problems
8. Solve problems involving one-dimensional

motion with constant acceleration in
contexts such as, but not limited to, the “tail-
STEM_GP12KIN-Ib-19 Day 8
gating
phenomenon”, pursuit, rocket launch, and
freefall problems
1. Describe motion using the concept of

STEM_GP12KIN-Ic-20
relative velocities in 1D and 2D
2. Extend the definition of position, velocity, Day 9

and acceleration to 2D and 3D using vector STEM_GP12KIN-Ic-21
representation
3. Deduce the consequences of the

independence of vertical and horizontal
STEM_GP12KIN-Ic-22
components of
projectile motion Day 10
4. Calculate range, time of flight, and

STEM_GP12KIN-Ic-23
maximum heights of projectiles
5. Differentiate uniform and non-uniform
STEM_GP12KIN-Ic-24
circular motion
6. Infer quantities associated with circular

motion such as tangential velocity,
centripetal acceleration, tangential STEM_GP12KIN-Ic-25
acceleration, radius of
curvature
Day 11
Day 11
7. Solve problems involving two dimensional

motion in contexts such as, but not limited to
ledge jumping, movie stunts, basketball,
STEM_GP12KIN-Ic-26
safe
locations during firework displays, and Ferris
wheels
8. Plan and execute an experiment involving

projectile motion: Identifying error sources,
minimizing their influence, and estimating STEM_GP12KIN-Id-27 Day 12
the influence of the identified error sources
on final results
Newton’s Laws of Motion

1. Define inertial frames of reference STEM_GP12N-Id-28
and Applications
2. Differentiate contact and noncontact

STEM_GP12N-Id-29
forces
Day 13
3. Distinguish mass and weight STEM_GP12N-Id-30
4. Identify action-reaction pairs STEM_GP12N-Id-31
5. Draw free-body diagrams STEM_GP12N-Id-32 Day 14

6. Apply Newton’s 1st law to obtain
quantitative and qualitative conclusions
about the contact STEM_GP12N-Ie-33 Day 15
and noncontact forces acting on a body in
equilibrium (1 lecture)
7. Differentiate the properties of static

STEM_GP12N-Ie-34
friction and kinetic friction
8. Compare the magnitude of sought

quantities such as frictional force, normal
STEM_GP12N-Ie-35 Day 16
force, threshold angles for sliding,
acceleration, etc.
10. Analyze the effect of fluid resistance on

STEM_GP12N-Ie-37
moving object
9. Apply Newton’s 2nd law and kinematics to

obtain quantitative and qualitative
conclusions about the velocity and
STEM_GP12N-Ie-36 day 17
acceleration of one or more bodies, and the
contact and noncontact forces acting on one
or more bodies
11. Solve problems using Newton’s Laws of

motion in contexts such as, but not limited
to, ropes and pulleys, the design of mobile
sculptures,
STEM_GP12N-Ie-38 day 18
transport of loads on conveyor belts, force
needed to move stalled vehicles,
determination of safe driving speeds on
banked curved roads
12. Plan and execute an experiment

involving forces (e.g., force table, friction
board, terminal velocity) and identifying
STEM_GP12N-If-39 day 19
discrepancies between
theoretical expectations and experimental
results when appropriate
Work, Energy, and Energy 1. Calculate the dot or scalar product of

STEM_GP12WE-If-40
Conservation vectors
Day 20
2. Determine the work done by a force (not
STEM_GP12WE-If-41
necessarily constant) acting on a system
3. Define work as a scalar or dot product of
STEM_GP12WE-If-42 Day 21
force and displacement
4. Interpret the work done by a force in

onedimension as an area under a Force vs. STEM_GP12WE-If-43
Position curve
5. Relate the work done by a constant force

STEM_GP12WE-Ig-44 Day 22
to the change in kinetic energy of a system
6. Apply the work-energy theorem to obtain

quantitative and qualitative conclusions
regarding the work done, initial and final STEM_GP12WE-Ig-45
velocities, mass and kinetic energy of a
system.
7. Represent the work-energy theorem

STEM_GP12WE-Ig-46
graphically
Day 23
8. Relate power to work, energy, force, and

STEM_GP12WE-Ig-47
velocity
9. Relate the gravitational potential energy

of a system or object to the configuration of STEM_GP12WE-Ig-48 Day 24
the system
10. Relate the elastic potential energy of a

system STEM_GP12WE-Ig-49
or object to the configuration of the system day 25
11. Explain the properties and the effects of
STEM_GP12WE-Ig-50
conservative forces
12. Identify conservative and

STEM_GP12WE-Ig-51
nonconservative forces
13. Express the conservation of energy

STEM_GP12WE-Ig-52
verbally and mathematically
14. Use potential energy diagrams to infer
force; stable, unstable, and neutral STEM_GP12WE-Ig-53
equilibria; and turning points
day 26
15. Determine whether or not energy

conservation is applicable in a given
STEM_GP12WE-Ig-54
example before and after description of a
physical system
16. Solve problems involving work, energy,

and power in contexts such as, but not
limited to, bungee jumping, design of roller-
coasters,
number of people required to build
structures such as the Great Pyramids and STEM_GP12WE-Ih-i- day 27 and 28
the rice terraces; power and energy 55
requirements of
human activities such as sleeping vs. sitting
vs. standing, running vs. walking.
(Conversion of joules to calories should be
emphasized at this point.)
Center of Mass,
1. Differentiate center of mass and STEM_GP12MMIC-Ih- Day 29
Momentum,
geometric center 56
Impulse, and Collisions
2. Relate the motion of center of mass of a

STEM_GP12MMIC-Ih-
system to the momentum and net external
57
force acting on the system
3. Relate the momentum, impulse, force, STEM_GP12MMIC-Ih- Day 30

and time of contact in a system 58
4. Explain the necessary conditions for

STEM_GP12MMIC-Ih-
conservation of linear momentum to be
59
valid.
5. Compare and contrast elastic and STEM_GP12MMIC-Ii- Day 31
inelastic collisions 60
6. Apply the concept of restitution coefficient STEM_GP12MMIC-Ii-

in collisions 61
7. Predict motion of constituent particles for

STEM_GP12MMIC-Ii- Day 32
different types of collisions (e.g., elastic,
62
inelastic)
8. Solve problems involving center of mass,

impulse, and momentum in contexts such
as, but not limited to, rocket motion, vehicle
collisions, and ping-pong. (Emphasize also STEM_GP12MMIC-Ii- day 33
the 63
concept of whiplash and the sliding, rolling,
and mechanical deformations in vehicle
collisions.)
9. Perform an experiment involving energy

and momentum conservation and analyze
STEM_GP12MMIC-Ii- day 34
the data identifying discrepancies between
64
theoretical expectations and experimental
results when appropriate
1. Calculate the moment of inertia about a

Rotational equilibrium and given
STEM_GP12RED-IIa-1 Day 1
rotational dynamics axis of single-object and multiple-object
systems (1 lecture with exercises)
2. Exploit analogies between pure
translational
motion and pure rotational motion to infer
rotational motion equations (e.g., rotational STEM_GP12RED-IIa-2 Day 2
kinematic equations, rotational kinetic
energy,
torque-angular acceleration relation)
3. Calculate magnitude and direction of

torque
using the definition of torque as a cross
product
4. Describe rotational quantities using

vectors
5. Determine whether a system is in static

equilibrium or not
6. Apply the rotational kinematic relations for

systems with constant angular accelerations
7. Apply rotational kinetic energy formulae STEM_GP12RED-IIa-7 Day 3
8. Solve static equilibrium problems in

contexts
such as, but not limited to, see-saws,
mobiles,
cable-hinge-strut system, leaning ladders,
and
weighing a heavy suitcase using a small
bathroom scale
9. Determine angular momentum of different

systems
10. Apply the torque-angular momentum STEM_GP12RED-IIa- Day 4

relation 10
11. Recognize whether angular momentum
is
STEM_GP12RED-IIa- Day 4
conserved or not over various time intervals
11
in a
given system
12. Perform an experiment involving static

equilibrium and analyze the data—
identifying STEM_GP12RED-IIa- Day 5
discrepancies between theoretical 12
expectations
and experimental results when appropriate
13. Solve rotational kinematics and

dynamics
problems, in contexts such as, but not STEM_GP12RED-IIa- Day 6
limited to, 13
flywheels as energy storage devices, and
spinning hard drives
1. Use Newton’s law of gravitation to infer

gravitational force, weight, and acceleration
Gravity STEM_GP12G-IIb-16 Day 7
due
to gravity
2. Determine the net gravitational force on a

STEM_GP12Red-IIb- Day 7
mass
17
given a system of point masses
3. Discuss the physical significance of

gravitational
18
field
4. Apply the concept of gravitational

potential
19
energy in physics problems
5. Calculate quantities related to planetary

or
20
satellite motion
6. Apply Kepler’s 3rd Law of planetary
STEM_GP12G-IIc-21 Day 8
motion
7. For circular orbits, relate Kepler’s third law

of
planetary motion to Newton’s law of STEM_GP12G-IIc-22 Day 8
gravitation
and centripetal acceleration
8. Solve gravity-related problems in contexts

such
as, but not limited to, inferring the mass of
the
STEM_GP12G-IIc-23 Day 9
Earth, inferring the mass of Jupiter from the
motion of its moons, and calculating escape
speeds from the Earth and from the solar
system
1. Relate the amplitude, frequency, angular

frequency, period, displacement, velocity,
Periodic Motion STEM_GP12PM-IIc-24
and
acceleration of oscillating systems
2. Recognize the necessary conditions for Day 10

an object STEM_GP12PM-IIc-25
to undergo simple harmonic motion
3. Analyze the motion of an oscillating

system
STEM_GP12PM-IIc-26
using energy and Newton’s 2nd law
approaches
4. Calculate the period and the frequency of

spring
STEM_GP12PM-IIc-27 Day 11
mass, simple pendulum, and physical
pendulum
5. Differentiate underdamped, overdamped,

and STEM_GP12PM-IId-28
critically damped motion
6. Describe the conditions for resonance STEM_GP12PM-IId-29
Day 12
Day 12
7. Perform an experiment involving periodic
motion
and analyze the data—identifying
STEM_GP12PM-IId-30
discrepancies
between theoretical expectations and
experimental results when appropriate
8. Define mechanical wave, longitudinal

wave,
transverse wave, periodic wave, and STEM_GP12PM-IId-31 Day 13
sinusoidal
wave
9. From a given sinusoidal wave function

infer the
STEM_GP12PM-IId-32 Day 13
(speed, wavelength, frequency, period,
direction, and wave number
10. Calculate the propagation speed, power

transmitted by waves on a string with given STEM_GP12PM-IId-33 Day 14
tension, mass, and length (1 lecture)
1. Apply the inverse-square relation between

Mechanical Waves and the STEM_GP12MWS-IIe-
Sound intensity of waves and the distance from the 34
source
2. Describe qualitatively and quantitatively Day 15

STEM_GP12MWS-IIe-
the
35
superposition of waves
3. Apply the condition for standing waves on

STEM_GP12MWS-IIe-
a
36
string
4. Relate the frequency (source dependent)

and STEM_GP12MWS-IIe- Day 16
wavelength of sound with the motion of the 37
source and the listener
5. Solve problems involving sound and
mechanical
waves in contexts such as, but not limited to, STEM_GP12MWS-IIe- Day 16
echolocation, musical instruments, 38
ambulance
sounds
6. Perform an experiment investigating the

properties of sound waves and analyze the
STEM_GP12MWS-IIe- Day 17
data appropriately—identifying deviations
39
from
theoretical expectations when appropriate
1. Relate density, specific gravity, mass, and

Fluid Mechanics STEM_GP12FM-IIf-40
volume to each other
Day 18
2. Relate pressure to area and force STEM_GP12FM-IIf-41
3. Relate pressure to fluid density and depth STEM_GP12FM-IIf-42
4. Apply Pascal’s principle in analyzing fluids

in STEM_GP12FM-IIf-43 Day 19
various systems
5. Apply the concept of buoyancy and

Archimedes’ STEM_GP12FM-IIf-44 Day 19
principle
6. Explain the limitations of and the

assumptions
STEM_GP12FM-IIf-45 Day 20
underlying Bernoulli’s principle and the
continuity equation
7. Apply Bernoulli’s principle and continuity
equation, whenever appropriate, to infer
relations involving pressure, elevation, STEM_GP12FM-IIf-46 Day 20
speed,
and flux
8. Solve problems involving fluids in

contexts such
as, but not limited to, floating and sinking, STEM_GP12FM-IIf-47 Day 21
swimming, Magdeburg hemispheres, boat
design, hydraulic devices, and balloon flight
9. Perform an experiment involving either

Continuity and Bernoulli’s equation or
buoyancy,
and analyze the data appropriately—
STEM_GP12FM-IIf-48 Day 22
identifying
discrepancies between theoretical
expectations
and experimental results when appropriate
1. Explain the connection between the

Zeroth Law
Temperature and Heat STEM_GP12TH-IIg-49 Day 23
of Thermodynamics, temperature, thermal
equilibrium, and temperature scales
2. Convert temperatures and temperature

differences in the following scales:
STEM_GP12TH-IIg-50 Day 23
Fahrenheit,
Celsius, Kelvin
3. Define coefficient of thermal expansion

and STEM_GP12TH-IIg-51 Day 23
coefficient of volume expansion
4. Calculate volume or length changes of
solids due STEM_GP12TH-IIg-52 Day 24
to changes in temperature
5. Solve problems involving temperature,

thermal
expansion, heat capacity,heat transfer, and
thermal equilibrium in contexts such as, but
not
limited to, the design of bridges and train
rails
using steel, relative severity of steam burns
and
water burns, thermal insulation, sizes of
stars,
and surface temperatures of planets
6. Perform an experiment investigating

factors
affecting thermal energy transfer and
analyze
the data—identifying deviations from STEM_GP12TH-IIg-54 Day 26
theoretical
expectations when appropriate (such as
thermal
expansion and modes of heat transfer)
7. Carry out measurements using

thermometers
8. Solve problems using the Stefan-

Boltzmann law
and the heat current formula for radiation
STEM_GP12TH-IIh-56 Day 27
and
conduction
(1 lecture)
Ideal Gases and the Laws

STEM_GP12GLT-IIh- Day 28
of 1. Enumerate the properties of an ideal gas
57
Thermodynamics
2. Solve problems involving ideal gas
equations in
contexts such as, but not limited to, the
58
design
of metal containers for compressed gases
3. Distinguish among system, wall, and STEM_GP12GLT-IIh- Day 29

surroundings 59
4. Interpret PV diagrams of a
thermodynamic
60
process
5. Compute the work done by a gas using

dW=PdV
61
(1 lecture)
6. State the relationship between changes

internal
STEM_GP12GLT-IIh-
energy, work done, and thermal energy
62
supplied
through the First Law of Thermodynamics
Day 31
7. Differentiate the following thermodynamic

processes and show them on a PV diagram:
STEM_GP12GLT-IIh-
isochoric, isobaric, isothermal, adiabatic,
63
and
cyclic
8. Use the First Law of Thermodynamics in

combination with the known properties of STEM_GP12GLT-IIh-
adiabatic, isothermal, isobaric, and isochoric 64
processes
Day 32
Day 32
9. Solve problems involving the application
of the
First Law of Thermodynamics in contexts
such STEM_GP12GLT-IIh-
as, but not limited to, the boiling of water, 65
cooling a room with an air conditioner, diesel
engines, and gases in containers with
pistons
STEM_GP12GLT-IIi-
10. Calculate the efficiency of a heat engine
67
Day 33
11. Describe reversible and irreversible STEM_GP12GLT-IIi-

processes 68
12. Explain how entropy is a measure of STEM_GP12GLT-IIi-
disorder 69
STEM_GP12GLT-IIi-
13. State the 2nd Law of Thermodynamics
70
Day 34
14. Calculate entropy changes for various

processes STEM_GP12GLT-IIi-
e.g., isothermal process, free expansion, 71
constant pressure process, etc.
15. Describe the Carnot cycle (enumerate
the
STEM_GP12GLT-IIi-
processes involved in the cycle and illustrate Day 35
72
the
cycle on a PV diagram)
16. State Carnot’s theorem and use it to

calculate STEM_GP12GLT-IIi- Day 35
the maximum possible efficiency of a heat 73
engine
17. Solve problems involving the application

of the
Second Law of Thermodynamics in context
such
STEM_GP12GLT-IIi-
as, but not limited to, heat engines, heat Day 36
74
pumps,
internal combustion engines, refrigerators,
and
fuel economy
Effective Classroom
In Charge-DLP Strategies Management Assessment
Method Activity
Talking to learners/ Hands – on math

• Active review conferencing activities
• Problem – based
learning Preventive Pen and paper test
Jayme,Daniela
• Cooperative technique Tests
learning Informal
observation observation
• Talking to
• Teaching with
learners/conferenci • Investigation
media
ng • Picture analysis
Jayme,Daniela Effective
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discussion /
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Talking to learners, Comparing and
damaolao, Dhalia Comparisons Formative contrasting
Conferencing
Calculations (Board
damaolao, Dhalia Calculations Preventive Test
work)
Writing Formula
Analysis of Learners’
Products
campomanes,annabel Written tests, Oral
Formative
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Team games,
Observation
Collaborative activity
Think-Pair-Share
Construct a
velocity vs. time
graph
Effective Discussion Construct an
campomanes,annabel Analysis of Learners acceleration vs. time
Graphing
le Products
graph
Hands-on
math/science
problems.
Effective Discussion
campomanes,annabel Hands-on
Deductive Reasoning Video analysis math/science
le
problems.
Concept Sketches
Cooperative
Learning, Critical
Drill and Repetition, tests Hands-on
Thinking, Inquiry
Effective Discussion math/science
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problems.
Calculations
Review through Establishing order Relate into real life

aranas,valora VideoClips through classroom test situations
rules (differentiated)
Videoclips Establishing order

aranas,valora /powerpoint through classroom test quiz
rules
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Hands on math or
marjen,turan to the radius of the
self concept /conferencing science activities
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Video clips pointing
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Cooperative Learning
by Establishing order encourage Talking to learners
marjen,turan skills development
through classroom responsibilities /conferencing
rules
Discussion Strategy
Concept sketches
Think- Pair- Share
Experiential Learning Picture Analysis
Experiments
Science Experiments
Cooperative Learning Talk to Learners/
Conferencing
Cooperative Learning Positive Classroom
Discussion Strategy Test
Experiential Learning
Concept Role playing
Performance task
mimicking/represen
ting

Discussion Strategy Conferencing
Experiential Learning Observations Hands – On Science
Integrated teaching: Positive Classroom ( observing Activities
Spatial relationships )
Test
Observation
Makes us of Paint me a picture
antolijao, jannis Active Learning academic Learning Application Cards Think Pair-share
Time Oral Presentation

Conferencing
Discussion Strategy Performance task
Observations
Concept sketches Hands – On Science
Positive Classroom ( observing
Experiential Learning relationships ) Activities
Experiments
Test
Demonstrate
antolijao, jannis Experiential Learning positive classroom Talking to Learners Demonstration
as a process
Institute socio-
emotional groups
antolijao, jannis Peer Teaching Problem solving Quiz
like mentoring
program
Utilize engaged time Project - based Parachute project

antolijao, jannis Cooperative Learning
wisely Learning making
Graph work vs
energy Graphing
Activity shall be
Groupings by 3 conducted in ICT
Class presentation
laboratory were
bonhoc,ma. Filipina Observation
computers and
graphing is readily
Derivation of Paper and Pen
available
formulas
Derivation of the
formulas be done by
pair however the
bonhoc,ma. Filipina Quiz
teacher selects best Class Presentation
Quiz
group to present
their output in class.
Inductive reasoning
Formulating
bonhoc,ma. Filipina inferences Systematic approach Oral Presentation Groupings by 3
Talking to Real-Life Situations,

Think-Pair-Share Positive Classroom Learners/Conferencin Case Method, Think-
Inquiry-Based, HOTS Management
g, Presentation Pair-Share
Lecture Strategies,
Talking to
Illustrations, Group Worksheets,
Positive Classroom Learners/Conferencin
Fernandez, Norman S Activities, Simulation Interview, Think-
Management g, Analysis of
Activities, Integrating Pair-Share
Learner’s Products
Technology
Lecture Strategies,
Worksheets,
Illustrations, Group
Fernandez, Norman S Activities , Problem- Positive Classroom Analysis of Learners Concept Maps, Skill
based learning, Case Management
Product, Test Performance Test,
Pen and Paper Test
Method
Situations showing
Experiment examples of the
Virginia, Jaca conditions of linear Observation Think Pair and Share
Video Clip momentum. Inetrest
Boosting
Word Game Games
Video Clip presentation using Observation Think Pair Share
Experiment marble
Test
Model Making
Video Clip Content test and
Analysis of Learners
quiz
Products
Experiment Set house rules Group Brainstorming Simulation
Problem-Solving
Solving
Application
Experimental knowledge and
Video Clip skills- Project
Making a design of a
rocket Making
Assessment
Experiment Critical analysis
Content test and
quizzes
Detective case game
( assume a role of a
traffic enforcer
Experiment
Video Clip Experimental Project
Data analysis
Experiment Assessment Experiment
Graphing
Lecture Strategies Positive Classrooms Talking to Think - Pair - Share/

/Problem - Based Learners/Conferencin Hands - on Math
Learning g Activities
Discussions/
Learning Style -
Calculations/Deducti
Preventive Mulitiple Intelligence
Integrated Teaching Techniques - Based Instructional ve and Inductive
Reasoning/ Visual
Strategies
presentations
Observation/ Talking Think - Pair - Share/

Hands - on Math
to Learners /
Active Learning/ Activities/ Models or
Cooperative Learning Positive Classrooms
Conferencing/
Illustrations and
Analysis of Learner's
written tasks/
Products
picture analysis
Oral Presention/
Integrated
Hands - on Math
Teaching / Brain - Preventive Observation/ Talking
Activities/ Think -
based strategies/ Techniques/ to Learners / Pair Share/ Pen and
Teaching with Systematic Conferencing/
Paper Test/ Multi -
media/ Developing approaches/ positive Test/Analysis of
media presentation/
higher order thinking classrooms Learners' Products
Open - ended
skills
questions
Open - ended
skills
questions
Experiments/ Preventive Inquiry - guided

Developing Higher Techniques/ learning/ Science
Order Thinking Systematic Observation/ Talking Experiment /hands-
Skills /Cooperative approaches/ positive to Learners / on Math Activities
Learning classrooms conferencing
Integrated Teaching/ Hands - on Math

Talking to
Preventive
Cooperative Learners/Conferencin Activities/ Think -
learning/ brain - Techniques Pair - Share/ Panel
g/ Test
based problem discussion/ Quiz
solving / multi -
media presentation/
development of
higher order thinking
skills
Effective Discussion, Think-pair-share

Calculations, Talking to Learners/
deductive and Preventive Conferencing
inductive reasoning
Positive classrooms Paper Test,
Test Seatwork,
Gallery Walk Boardwork
Effective Discussion,
Calculations, Talking to Learners/ Think-pair-share
deductive and Positive classrooms Conferencing Test Mastery Drill
inductive reasoning
Calculations, Talking to Learners/ Think-pair-share
deductive and Positive classrooms Conferencing Test Mastery Drill
inductive reasoning
Positive classrooms
Calculations,
deductive and Test Long quiz
inductive reasoning Preventive
Anora,Agnes
Anora,Agnes
Anora,Agnes
Anora,Agnes
Experimental
using standing wave
bonhoc,ma. Filipina class demo postive classroom Assessment propagator
Predict and Observe

bonhoc,ma. Filipina Problem Solving positive classroom Test
then inferencing
JANNIS MAY V. Preventive as a Simulation, Create a

Clicker use in Class Talking to Learners
ANTOLIJAO process Chorale
Think-Pair-Share
Observation Performance task
Talking to Learners/ Multi- media
Conferencing Presentation Group
Work
Integrated Teaching Positive Classroom

Integrated Teaching Positive Classroom
Talking to Learners/ Hands-On Science

Conferencing Activities
Test Test
Observation
Experiental Learning Talking to Learners/ Experimentation
HOTS
Positive Classroom Conferencing Performance Task
Analysis of Learners' Think- Pair - Share
Cooperative Learning
Product
Hands on Physics
activities
Critical thinking:
Analysis good behavior game Pen and Paper Test
Anora,Agnes Hands on Physics
Critical thinking: activities
Hands on Physics
Critical thinking: activities
discuss with multi media

Logical students about the observation, analysis presentations,
jackie Mathematical, expected of them, of learners, test content quiz and
independent study, encourage students test, skill
to finish the activity demonstration
discuss with
multi media
Brain based , students about the observation, analysis presentations,
independent study, expected of them, of learners, test
content quiz and
critical thinking encourage students
test, experiment
to finish the activity
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appriately to
Brain based , problems of
analysis of learners, dagnostic test, pre
independent study, misbehavior ,
test and post, oral test
critical thinking establishing orders
through classroom
atmospheres
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frequency of positive
Brain based , behaviour the
independent study, confidence of , analysis of learners model, multi media
products, test presentation
critical thinking students in their
power and
potentials,
teacher must be firm

in implementing
problem-based classroom rules,
learning, authentic
discuss with experimentation,
problem solving, test, oberservation
students about the pen and paper test
discussion, logical
mathematical expected of them,
encourage students
to finish the activity
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students about the
Experiential learning,
active learning, expected of them,
encourage students
mastery test experimentation,
to finish the activity, test, oberservation
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understanding
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-explain prove, students to to
experience success
Critical Thinking * Good Behavior

toledo,paul Gallery Walk Think-Pair-Share
Analysis Cooperative
Focus
Cooperative Test/Exercises Quiz
toledo,paul Problem Solving
Encouraging Seatwork Think-Pair-Share
Responsibility

toledo,paul Analysis Cooperative Gallery Walk Think-Pair-Share
Focus
toledo,paul Problem Solving Cooperative Test/Exercises Quiz
Responsibility
Focus
Responsibility


Focus
Responsibility
Talking to
Lecture/demonstrati Focusing to improve
c learners/conferencin Discussion
on self concept
g
Setting the stage or
COOPERATIVE creating positive Hands on science
marjen,turan Skillls development
LEARNING classroom ativities
atmosphere
Integrate teaching
Brain-based and learning style
marjen,turan Hands on activities Panel discussion
strategies using cooperative
learning
Combination of Integrate teaching

marjen,turan thinking skills that and learning style Group Discussion Hands on science
involve problem using cooperative ativities
solving learning

thinking skills that and learning style Hands on science
marjen,turan Group Discussion
solving learning

marjen,turan thinking skills that and learning style Group Discussion Hands on science
solving learning

Logical
mathematical
Word problems calculations
Tests
bonhoc,ma. Filipina Lecture Positive classrooms Think-pair share
Explain prove using
evidence
Critical thinking
Good teacher-
Effective discussion student relationship
Talking to learner's /
Concept mapping
discovery using conferencing
derivative concepts
problem solving
on entropy
Talking to Think-Pair-Share,
Lecture/Integrating
Positive Classroom learners/Conferencin Problem
Technology/Problem
Management g, Analysis of Worksheets, Essay,
solving
Learners Model
Norman S. Fernandez
Discipline w/o Stress, Positive Classroom

Punishment or Management Tests Pen and Paper Test,
Rewards
Learning Resources/
Contextualization Materials Needed
Using body for CG, Textbooks, online

measuring and reference, activity
converting it to SI sheets, measuring
units. devices
CG, textbooks,
measuring tools and
Utilization of activity sheets,
available tools videoclips, Cartesian
plane , graphing
paper
Real life examples of
vector and scalar Video clips, CG,
quantities Reference books
( weather bulletin
update)
Home-to-school
Activity sheets’
roadmap,
Smartphones with
Scientific
scientific calculator,
Calculator
Manual
CG, Reference books
computation
,
Self-check sheet
CG, Reference books
Paper and pen
Guide questions,
Graphing board,
Graphing board/paper
chalkboard, meter
CG, Reference books
stick
Smartphones with Calculator
Worksheets
scientific calculator
CG, Reference books
Manual
computation
Free-falling objects,
Laptop, speaker, video
stone and a paper
CG, Reference books
Smartphones with
scientific calculator Calculator
Manual Worksheets
computation CG, Reference books
Pre-test and Post-test
Relate into real life

situations Tv/flatscreen or laptop
(differentiated) with projector
whichever is available
Tv/flatscreen or laptop
with projector
whichever is available
Relate to real Video clips /Compass

situation like Fuente used as a guide in
osmena circle Cebu solving problems that
City involve circular motion
Relate to real Video clips /Compass
situation like Fuente used as a guide in
osmena circle Cebu solving problems that
City involve circular motion
Relate into real life

situations book/chart/compass
(differentiated)
 Research inertial
frame of reference
 Cite situations that

shows contact and
noncontact forces
 Give examples that Pictures

Pencil, paper
explains mass from
weight Activity sheets
 Use of any
available materials
or show situations
that explain action-
reaction forces in a
given situations
Paper, pencil
 Identify all forces
acting on a given
Activity Sheets
body using an arrow
sample- situations
meta cards
will be localized
 research
properties of static
and kinetic friction
 Use of any
available materials
2 chairs as pushcarts
materials will be Students bags as
localized grocery items
Pen and Paper
2 pieces sando plastic

bags for the canopy
Materials will be 8 pcs 10 cm string
localized 2 raw eggs
2 pieces newspaper
Computers, graphing
N/A
boards, calculators
N/A Chalk
N/A None
Use of examples or
situations the in the Textbooks, pictures,
locality, use CG’s
students as
examples
Use of examples or
situations the in the Textbooks, pictures,
locality, use CG’s, Diagrams
students as
examples
Contextualize Problem Solving

Problems Worksheets, Textbooks
Use of Situations
seen during Ball, egg, paper , video
collisions, playing
Use of indigenous Marbles
materials & others.
Cite situation that

NSTIC Apparatus on
applies in their daily
Coliision
life situation.
Use of indigenous
Ball and billiard ball
materials & others.
Acitvity using Materials in making

indigenous
rocket.
materials.
Materials for the

Realia
experiment
Powerpoint
presentation/
worksheets
Utilization of
available materials
Worksheets/
or set - up that can
be used to Powerpoint
presentation
demonstrate
rotational motion
Worksheets/Illustration
s Powerpoint
presentation/multi -
media presentation
Worksheets/Illustration
s Powerpoint
presentation/multi -
media presentation
Calculator/ Science
equipment and
Utilization of materials
available materials
or set - up that can
be used in the
experimentation
Problems prepared
by the teacher
Problem Sets Cards or
should be relevant media presentation /ICT
to the community
facilities
for the students to
relate.
Cite real-life Multimedia

examples of free Video clips
falling motion.
Stone and feather

drop Reference books
Printed pictures
showing the law of Hands-on worksheets
harmony Disposable
Scientific calculator
cups with water
tied on a string
Printed pictures
showing the law of
Hands-on worksheets
harmony Disposable
Scientific calculator
cups with water
tied on a string
Manila paper,
chalkboard Scientific calculator
concepts on radio TG's and other
transmission textbooks
concept on ave TG's and other

propagation textbooks
Simulation about
inverse square ,
Sing any Cebuano
superposition of waves,
song
and condition of
standing waves
Research videos on videos marking pens

sound waves manila papers
Use available materials neede for the
materials needed for
experiments
the activity
Use available
materials neede for the
materials needed for
the experiments experiments
relate it to real life Physics 1

situation WorkSheets/Charts
learners manual, cg,

use of real life materials to be used in
situations the experiment, video
player
use of real life

situations, use of learners manual, cg,
simulation , materials to be used in
presence of the experiment,
immediate examples
use of real life

situations, use of
materials to be used in
simulation ,
the experiment,
presence of
calculator
immediate examples
use of real life materials to be used in
situations the experiment, video
player, ppt

use of real life
the experiment, teat
situations
questions, activity
sheet, calculator

use of real life
situations the experiment,
Work Sheets/Activity
Teaching with Cases Sheets
Guided Questions
Teaching with Cases Sheest
Guided Questions
Guided Questions
Guided Questions
Guided Questions
Guided Questions
Guided Questions
Guided Questions
Utilization of
Books
available tools
Utilization of
Beaker/containers
available tools
Used available tools Books
Used available tools books

movie clips on heat
engine
Express relationships
on gas flow
calculator
callibrations
Give emphasis on
Kelvin-Planck on the Calculator
second law
CG's, Vidoe on Carnot
Contextualization on
Cycle, Worksheets,
Motivation
Multimedia, Calculators
Contextualization in Worksheets,
Problem solving Testpapers, Calculator
TOPIC Learning Competency/ies Code Target Day
1. Describe using a diagram charging by STEM_GP12EM-IIIa-

rubbing and charging by induction 1
2. Explain the role of electron transfer in STEM_GP12EM-IIIa-

electrostatic charging by rubbing 2
Day 1
3. Describe experiments to show STEM_GP12EM-IIIa-
electrostatic charging by induction 3
4. State that there are positive and
STEM_GP12EM-IIIa-
negative charges, and that charge is
4
measured in coulombs
5. Predict charge distributions, and the
resulting attraction or repulsion, in a
system of charged insulators and STEM_GP12EM-IIIa-
conductors 5 Day 2
6. Calculate the net electric force on a
point charge exerted by a system of STEM_GP12EM-IIIa-
point charges 6
7. Describe an electric field as a region
STEM_GP12EM-IIIa-
Electric Charge, in which an electric charge experiences
7
Coulomb’s Law, Electric a force Day 3
Fields, and Electric Flux 8. Draw electric field patterns due to STEM_GP12EM-IIIa-
systems with isolated point charges 8
9. Use in calculations the relationship STEM_GP12EM-IIIa- Day 4

between the electric field and the electric 9
force on a test charge
10. Calculate the electric field due to a
system of point charges using STEM_GP12EM-IIIa- Day 4
Coulomb’s law and the superposition 10
principle
11. Predict the trajectory of a point STEM_GP12EM-IIIa- Day 5
charge in a uniform electric field 11
STEM_GP12EM-IIIb-
12. Calculate electric flux Day 5
12
13. Use Gauss’s law to infer electric field
STEM_GP12EM-IIIb-
14.
dueSolve problems
to uniformly involvingcharges
distributed electricon Day 6
13
charges, dipoles,
long wires, forces,
spheres, and fields, and flux
large plates
in contexts such as, but not limited to,
systems of point charges, classical STEM_GP12EM-IIIb- Day 6
models of the atom, electrical 14
breakdown of air, charged pendulums,
control of electron and proton beams,
electrostatic ink-jet printers
1. Relate the electric potential with work, STEM_GP12EM-IIIb- Day 7
potential energy, and electric field 15
2. Evaluate the potential at any point in a STEM_GP12EM-IIIc- Day 7

region containing point charges 16
3. Determine the electric potential
function at any point due to highly STEM_GP12EM-IIIc- Day 7
symmetric continuous- charge 17
distributions
4. infer the direction and strength of STEM_GP12EM-IIIc-

electric field vector, nature of the electric Day 8
18
field sources, and electrostatic potential
surfaces given the equipotential lines
5. Infer the distribution of charges at the
STEM_GP12EM-IIIc-
surface of an arbitrarily shaped Day 8
Electric Potential 19
conductor
6. Calculate the electric field in the
region given a mathematical function STEM_GP12EM-IIIc- Day 9
describing its potential in a region of 20
space
7. Perform an experiment involving

electric fields and equipotential lines and
analyze the data – identifying and STEM_GP12EM-IIIc- Day 10
analyzing discrepancies between 21
experimental results and theoretical
expectations when appropriate
8. Solve problems involving electric
potential energy and electric potentials
in contexts such as, but not limited to, STEM_GP12EM-IIIc- Day 9
electron guns in CRT TV picture tubes, 22
conditions for merging of charge liquid
drops, and Van de Graaff generators
1. Deduce the effects of simple

capacitors (e.g., parallel-plate, spherical,
cylindrical) on the capacitance, charge, STEM_GP12EM-IIId- Day 11
and potential difference when the size, 23
potential difference, or charge is
changed
2. Calculate the equivalent capacitance

STEM_GP12EM-IIId-
of a network of capacitors connected in Day 11
24
series/parallel
3. Determine the total charge, the

charge on, and the potential difference
STEM_GP12EM-IIId-
across each capacitor in the network Day 12
25
given the capacitors connected in
series/parallel
4. Determine the potential energy stored

inside the capacitor given the geometry STEM_GP12EM-IIId- Day 12
and the potential difference across the 26
Capacitance and
capacitor
Dielectrics
5. Predict the effects on the final
potential difference and change in
STEM_GP12EM-IIId-
potential energy of a capacitor when Day 12
27
either the geometry or charge is
changed
6. Determine the energy density and the
STEM_GP12EM-IIId-
electric field inside a capacitor with a Day 13
28
given configuration
7. Describe the effects of inserting
STEM_GP12EM-IIId-
dielectric materials on the capacitance, Day 13
29
charge, and electric field of a capacitor
8. Solve problems involving capacitors
and dielectrics in contexts such as, but
not limited to, charged plates, STEM_GP12EM-IIId- Day 14
electroscopes, batteries, camera 30
flashlamps, Geiger counters, and coaxial
cables
STEM_GP12EM-IIId- Day 15
1. Distinguish between conventional 32
current and electron flow
2. Apply the relationship charge =
STEM_GP12EM-IIIe-
current x time to new situations or to Day 15
33
solve related problems
3. Relate the drift velocity of a collection

STEM_GP12EM-IIIe-
of charged particles to the electrical Day 15
34
current and current density
4. Describe the effect of temperature

STEM_GP12EM-IIIe-
increase on the resistance of a metallic Day 16
35
conductor
5. Describe the ability of a material to STEM_GP12EM-IIIe-
conduct current in terms of resistivity Day 16
36
and conductivity
6. Apply the relationship of the
proportionality between resistance and STEM_GP12EM-IIIe- Day 17
the length and cross-sectional area of a 37
wire to solve problems
7. Differentiate ohmic and non-ohmic STEM_GP12EM-IIIe- Day 18

materials in terms of their I-V curves 38
8. Define electromotive force (emf) as

STEM_GP12EM-IIIe-
the work done by a source in driving a Day 18
39
unit charge around a complete circuit
9. Differentiate emf of a source and STEM_GP12EM-IIIe- Day 18

potential difference (PD) across a circuit 40
Current, Resistance, and
Electromotive force
10. Use the the relationship R = V/I to STEM_GP12EM-IIIe- Day 19

solve problems 41
11. Given an emf source connected to a
STEM_GP12EM-IIIe-
resistor, determine the power supplied Day 20
42
or dissipated by each element in a circuit
12. Describe the physiological effects of

STEM_GP12EM-IIIe-
electrical shock; electrical hazards; Day 20
43
safety devices and procedures
13. Solve problems involving current,

resistivity, resistance, and Ohm’s law in
STEM_GP12EM-IIIe-
contexts such as, but not limited to, Day 21
44
batteries and bulbs, household wiring,
selection of fuses, and accumulation of
surface charge in the junction between
wires made of different materials
1. Operate devices for measuring STEM_GP12EM-IIIe- Day 22
currents and voltages 45
2. Plan and perform an experiment

involving ohmic and non-ohmic materials STEM_GP12EM-IIIf-
Day 22
and analyze the data – identifying and 46
analyzing discrepancies between
expectations when appropriate
1. Draw circuit diagrams with power
sources (cell or battery), switches, STEM_GP12EM-IIIf- Day 23
lamps, resistors (fixed and variable) 47
fuses, ammeters and voltmeters
2. Evaluate the equivalent resistance,
current, and voltage in a given network STEM_GP12EM-IIIg- Day 24
of resistors connected in series and/or 48
parallel
3. Calculate the current and voltage

through and across circuit elements STEM_GP12EM-IIIg- Day 24
using Kirchhoff’s loop and junction rules 49
Direct-Current Circuits (at most 2 loops only)
4. Describe the initial, transient, and
steady state behavior of current, STEM_GP12EM-IIIg- Day 25
potential, and charge in a capacitor that 50
is either charging or discharging
5. Solve problems involving the
calculation of currents and potential STEM_GP12EM-IIIg- Day 25
differences in circuits consisting of 51
batteries, resistors, and capacitors
6. Plan and perform experiment
involving batteries and resistors in one STEM_GP12EM-IIIg- Day 26
or more electric circuits and analyze the 52
data
1. Describe the interaction between STEM_GP12EM-IIIh- Day 27
poles of magnets 53
2. Differentiate electric interactions from STEM_GP12EM-IIIh- Day 27

magnetic interactions 54
3. Evaluate the total magnetic flux STEM_GP12EM-IIIh- Day 27

through an open surface 55
4. Explain why the magnetic flux on a STEM_GP12EM-IIIh-
closed surface is zero 56
5. Draw the magnetic field pattern Day 28

STEM_GP12EM-IIIh-
around (1) a bar magnet, and (2)
57
between the poles of two bar magnets
6. Describe the motion of a charged

particle in a magnetic field in terms of its STEM_GP12EM-IIIh- Day 29
speed, acceleration, cyclotron radius, 58
cyclotron frequency, and kinetic energy
7. Evaluate the magnetic force on an

STEM_GP12EM-IIIh-
arbitrary wire segment placed in a Day 30
59
uniform magnetic field
1. Evaluate the magnetic field vector at a

given point in space due to a moving STEM_GP12EM-IIIh-
point charge, an infinitesimal current Day 30
60
element, or a straight current-carrying
Force due to Magnetic conductor
Fields and Sources of
Magnetic Fields 2. Calculate the magnetic field due to
STEM_GP12EM-IIIi-
one or more straight wire conductors Day 31
62
using the superposition principle
Magnetic Fields
3. Calculate the force per unit length on

a current carrying wire due to the STEM_GP12EM-IIIi- Day 31
magnetic field produced by other 63
current-carrying wires
4. Evaluate the magnetic field vector at

STEM_GP12EM-IIIi-
any point along the axis of a circular Day 32
64
current loop
5. Calculate magnetic fields for highly

STEM_GP12EM-IIIi-
symmetric current configurations using Day 32 - 33
65
Ampere’s law
6. Solve problems involving magnetic

fields, forces due to magnetic fields and
the motion of charges and current-
STEM_GP12EM-IIIi-
carrying wires in contexts such as, but Day 34
66
not limited to, determining the strength
of Earth’s magnetic field, cyclotrons,
mass spectrometers, and solenoids
Integration of
Electrostatic, 1. Solve multiconcept, rich-context STEM_GP12EM-IIIj-
Magnetostatics, and problems in electricity and magnetism Day 35 - 36
67
Electric Circuits using theoretical and experimental
Concepts approaches
1. Identify the factors that affect the
magnitude of the induced emf and the
magnitude and direction of the induced STEM_GP12EM-
current (Faraday’s Law) IVa-1
2. Relate Faraday’s experiments and STEM_GP12EM-
Maxwell’s evaluation to a given IVa-2
experiment Day 1
3. Compare and contrast electrostatic STEM_GP12EM-

electric field and IVa-3
nonelectrostatic/induced electric field
4. Calculate the induced emf in a closed STEM_GP12EM-
loop due to a time-varying magnetic flux IVa-4
using Faraday’s Law Day 2
Magnetic Induction,
Inductance, AC, and LC
Magnetic Induction, 5. Describe the direction of the induced STEM_GP12EM- Day 3
Inductance, AC, and LC electric field, magnetic field, and current IVa-5
Circuits on a conducting/nonconducting loop
using Lenz’s Law
6. Compare and contrast alternating STEM_GP12EM- Day 3
current (AC) and direct current (DC) IVb-6
7. Use analogies with the spring-mass STEM_GP12EM-
system to draw conclusions about the Day 3
IVb-7
properties of LC circuits
8. Characterize the properties (stored
energy and time-dependence of STEM_GP12EM- Day 4
charges, currents, and voltages) of an IVb-8
LC circuit
9. Perform demonstrations involving

magnetic induction in contexts such as,
but not limited to, power generation, STEM_GP12EM- Day 4
transformers, radio tuning, magnet IVb-9
falling in a copper pipe, and jumping
rings
1. Narrate Maxwell’s line of reasoning in STEM_GP12OPT- Day 5
linking EM to light IVb-10
2. Narrate the story behind Hertz’s STEM_GP12OPT- Day 5
experiments IVb-11
3. Relate the properties of EM wave

(wavelength, frequency, speed) and the STEM_GP12OPT- Day 5
properties of vacuum and optical IVb-12
medium (permittivity, permeability, and
index of refraction)
STEM_GP12OPT- Day 6
4. Apply the Law of Reflection IVb-13
5. Explain the conditions for total internal STEM_GP12OPT- Day 6
reflection IVb-14
STEM_GP12OPT- Day 7
6. Apply Snell’s Law IVb-15
7. Explain the phenomenon of STEM_GP12OPT- Day 7
dispersion by relating to Snell’s Law IVb-16
8. Cite evidence that EM wave is a STEM_GP12OPT- Day 8
transverse wave (polarization) IVc-17
Light as an
Electromagnetic Wave
9. Calculate the intensity of the
Light as an transmitted light after passing through a STEM_GP12OPT- Day 8
Electromagnetic Wave series of polarizers applying Malus’s IVc-18
Law
involving ray optics and analyze the data
– identifying and analyzing STEM_GP12OPT- Day 9
discrepancies between experimental IVc-19
results and theoretical expectations
when appropriate

involving optical polarization and
analyze the data – identifying and
STEM_GP12OPT-
analyzing discrepancies between Day 10
IVc-20
expectations when appropriate (also
perform using mechanical waves)
12. Solve problems involving reflection,

refraction, dispersion, and polarization in Day 11
contexts such as, but not limited to,
(polarizing) sunglasses, atmospheric STEM_GP12OPT-
haloes, and rainbows IVc-21
1. Explain image formation as an
application of reflection, refraction, and STEM_GP12OPT- Day 12
paraxial approximation IVd-22
2. Relate properties of mirrors and

lenses (radii of curvature, focal length, Day 12
index of refraction [for lenses]) to image STEM_GP12OPT-
and object distance and sizes IVd-23
3. Determine graphically and

mathematically the type (virtual/real), Day 13
magnification, location, and orientation
of image of a point and extended object STEM_GP12OPT-
produced by a plane or spherical mirror IVd-24
Geometric optics
mathematically the type (virtual/real),
magnification, location/ apparent depth, Day 14
and orientation of image of a point and
Geometric optics extended object produced by a flat and
spherical surface or interface separating STEM_GP12OPT-
two optical media IVd-25
5. Differentiate a converging lens from a STEM_GP12OPT- Day 15
diverging lens IVd-26

mathematically the type (virtual/real), Day 15
magnification, location, and orientation
of image of a point and extended object STEM_GP12OPT-
produced by a lens or series of lenses IVd-27
7. Apply the principles of geometric
optics to discuss image formation by the Day 16
eye, and correction of common vision STEM_GP12OPT-
defects IVd-28
8. Solve problems in geometric optics in

contexts such as, but not limited to,
depth perception, microscopes, Day 17
telescopes, and the correction of vision STEM_GP12OPT-
defects IVe-29
1. Narrate the story behind Young’s
Two-slit experiments (wave versus STEM_GP12OPT- Day 18
particle) IVf-31
2. Determine the conditions

(superposition, path and phase
difference, polarization, amplitude) for
Day 18
interference to occur emphasizing the
properties of a laser (as a
monochromatic and coherent light STEM_GP12OPT-
source) IVf-32
3. Relate the geometry of the two-slit

experiment set up (slit separation, and
Day 19
screen-to-slit distance) and properties of
light (wavelength) to the properties of
the interference pattern (width, location, STEM_GP12OPT-
Interference and and intensity) IVf-33
diffraction
Interference and
diffraction
4. Predict the occurrence of constructive
and destructive reflection from thin films
based on their thickness, index of Day 19
refraction, and wavelength of STEM_GP12OPT-
illumination IVf-34
5. Relate the geometry of the diffraction

experiment setup (slit size, and screen-
Day 20
to-slit distance) and properties of light
(wavelength) to the properties of the
diffraction pattern (width, location, and STEM_GP12OPT-
intensity of the fringes) IVf-35
6. Solve problems involving interference

and diffraction using concepts such as Day 21
optical path length, phase difference, STEM_GP12OPT-
and path difference IVf-g-36
1. State the postulates of Special STEM_GP12MP- Day 22
Relativity and their consequences IVg-39
2. Apply the time dilation and length STEM_GP12MP- Day 22
contraction formulae IVg-40
3. Apply the relativistic velocity addition STEM_GP12MP- Day 22
formula IVg-41
4. Calculate kinetic energy, rest energy,
momentum, and speed of objects Day 23
Relativity moving with speeds comparable to the STEM_GP12MP-
speed of light IVg-42
STEM_GP12MP- Day 24
5. Apply the relativistic Doppler formula IVh-43
6. Solve simple problems in special

relativity involving time dilation, length Day 24
contraction, principle of invariance,
mass-energy relation, relativistic velocity STEM_GP12MP-
addition, and relativistic momentum IVh-44
7. Explain the photoelectric effect using STEM_GP12MP- Day 25

the idea of light quanta or photons IVh-45
Atomic and Nuclear

Phenomena 8. Explain qualitatively the properties of Day 26
atomic emission and absorption spectra STEM_GP12MP-
using the concept of energy levels IVh-46
Atomic and Nuclear
Phenomena
9. Calculating radioisotope activity using STEM_GP12MP- Day 27

the concept of half-life IVh-i-47
GENERAL PHYSICS 2 - CURRICULUM IMPLEMENTAT
In Charge-DLP Strategies Effective Classroom Management
Collaborative/ Positive classrooms

Cooperative
Learning/ Inquiry -
Guided Learning/
Active Learning
Jayme,Daniela
Cooperative Interest Boosting

Learning/ Problem -
based Strategies
Jayme,Daniela
Jayme,Daniela Integrated Teaching The Good behavior game
Problem - based Preventive techniques

strategies
Jayme,Daniela
Problem - based Positive classrooms

strategies
Jayme,Daniela
Critical thinking Preventive techniques
Jayme,Daniela
Rodriguez,Charisse Integrated Teaching Positive Classroom
Rodriguez,Charisse Cooperative Learning Positive Classroom
Team Teaching Encouraging responsibility
Impose discipline whenever the students

Teaching with Media are performing the experiment
Cooperative Learning Encouraging responsibility
Critical thinking: Analysis preventive behavior
Critical thinking: Analysis preventive behavior
bonhoc, ma. Filipina deductive inferencing positive classroom
Lecture/Discussion/Integ
Norman S. Fernandez Positive Classroom Management
rating Technology
Discipline w/o Stress,
Punishment or Rewards
video presentaion,
Jaca,Virgina
activity
Jaca,Virgina
employ systematic approach
Problem solving
Jaca,Virgina Simulation, experiment
Jaca,Virgina
group activity,
cooperative learning or moderating the classroom environment
group reporting
Jaca,Virgina
Problem solving employ systematic approach
consistency in the application of

brain based , online consequences is the factor in the classroom
courses, management
effective discussion, monitor students carefully and frequently
inquiry-guided learning,
lecture approach, online redirecting the student to appropriate
behavior
courses
interpersonal experience
personalize,
Understanding explain- teach and reward individual student
prove
mathematical-logical,
teach and reward individual student
brain based
interdisciplinary
setting the stage or creating positive
teaching, combination of
thinking skills classroom atmosphere
mathematical- logical,
inferential thinking, open interaction on agreed -upon
commitments
interdisciplinary teaching
open interaction on agreed -upon

commitments
open interaction on agreed -upon

commitments
Simple Recall * Drill Strengthening personal relationships

* Active
Toledo,Paul Review

* Active
Toledo,Paul Review
Preventive * Encouraging
Responsibility
Toledo,Paul Video Presentation about
Kirchoff's Law of Current
and Kirchoff's Law of
Voltage
Focusing Inquiry Preventive * Encouraging
Toledo,Paul Responsibility
* Active
Toledo,Paul Review
Present the Laboratory Preventive * Encouraging

Activity Responsibility
Toledo,Paul
Setting the stage or creating positive

COOPERATIVE LEARNING
classroom atmosphere

turan,marjen COOPERATIVE LEARNING

COOPERATIVE LEARNING classroom atmosphere

COOPERATIVE LEARNING
turan,marjen
COOPERATIVE LEARNING Setting the stage or creating positive
Inquiry based Review

through Video Clips Encourage students responsibility







Comparing, Cooperative Learning, Calculations,

Positive
Illustration
Classrooms,Effective Discussion
Positive
Illustration

Positive
Illustration
JANNIS MAY V. ANTOLIJAO
Role playing Preventive Supportive
Team Teaching
Rodriguez,Charisse Integrated Teaching Positive classrooms
Rodriguez,Charisse Cooperative Learning Positive classrooms

Rodriguez,Charisse Cooperative Learning Positive classrooms
bonhoc, ma. Filipina Experimentation Positive classrooms
bonhoc, ma. Filipina Experimentation Positive classrooms
Experimentation Positive classrooms
Toledo,Paul
Toledo,Paul
Comparison Preventive
Toledo,Paul
Cooperative Learning, Calcu

Positive Classrooms,Effective Discussion
Comparison, Concept SketPositive Classrooms,Effective Discussion

Visual presentations, Gall Positive Classrooms,Effective Discussion
Effective Discussion, Calc Positive classrooms , Preventive





Simple Recall Strengthening personal relationships
* Active Review
toledo,paul Drill
Drill Strengthening personal relationships
toledo,paul
toledo,paul
Collaborative/Cooperativ
e Learning
Norman S. Fernandez Collaborative/Cooperativ Positive Classroom Management

e Learning
Collaborative/Cooperativ Discipline without Stress, Punishments or
Norman S. Fernandez
e Learning Rewards
ULUM IMPLEMENTATION REVIEW
Assessment
Method Activity
Talking to Learners/ Think - Pair - Share / Application

confencing / Analysis of cards/ Oral presentation of group
Learner's Products output / Open - ended questions
Observation/ Tests Oral Presentation/ Group Activity/

Pen paper test
Learning Style- Multiple - Discussion/ Deductive and Inductive

Based Instructional Strategies reasoning/ Visual presentation/ Hand- on
Demonstration
Tests/ Observation/ Quiz/ Team Games

Collaborative Learning
Tests/ Observation/
Collaborative Learning
Open - ended questions/ Think - pair

share/ Pen and paper test
Talking to Learners/ Hands - on Math activities/ Multi - media
confencing / Analysis of presentation
Learner's Products
Talking to
Learners/ Conferencing
Panel Discussion Video Presentation
Analysis of Learners'
Quiz/ Essay
Products
Test
Observation Group Activity/ Presentation
Tests Think Pair Share Pen and paper test
Experiment About Electric Field and

Discovery Method Potentials
Analysis of Learner's Output Worksheets Problem solving
Pen and Paper Test Hands on Physics activities
Pen and Paper Test Hands on Physics activities
groupings by 5 film critiquing
Talking to learners/Conferencing, Think-Pair-Share, Worksheets, Essay, Model

Tests Pen and Paper Test,
Cooperative Learning, Pen & Paper test, Drill and Reporting
Group Presentation Cooperative learning, activity sheets
Pen and Paper test Drill Sheets
observation ScIENCE Experiment
conferencing think pair and share
conferencing, analysis of learners think pair and share, model

products
Interview, think pair and share, pen and

conferencing, test,
paper test, Diagnostic test
test pen and paer test, quiz, Oral tes
talking to learners, conferencing think pair and hare, panel discussion
worksheets, Concept map, model, quiz, pen

analysis of learners products, and paer test, investigation,hands on math
test, observation, conferencing
activities

analysis of learners products,
and paer test, investigation,hands on math
test, observation, conferencing
activities

analysis of learners products,
and paer test, investigation,hands on math
test, observation, conferencing activities
Analysis of Learners' Products Worksheets for Artwork Multi-

Board work/Seatwork media Presentation
Analysis of Learners' Products Worksheets for Artwork Multi-

Board work/Seatwork media Presentation
Analysis of Learners' Products Worksheets Multi-media

Board work/Seatwork Presentation
Think-Pair -Share
Talking to Learners/Conferencing
Analysis of Learners' Products Worksheets Board work/Seatwork
Board work/Seatwork
Talking to Learners/Conferencing Think-Pair -Share
Skillls development Hands on science ativities
Quiz Summative test
Quiz Summative test
Quiz Summative test
Quiz Summative test

Quiz Summative test
Quiz Summative test
Quiz Summative test
Quiz Summative test
Quiz Summative test
Observation Experiment
Talking to Learners/ Conferencing, Test Think- Pair Share, Boarwork, Quiz

Impersonation Interpersonal experience-personalize
Discovery Method Experimentation Activity Sheets
Talking to Learners Discussion Simulation
Observation Talking to
Group Activity
Learners
Observation Talking to
Group Activity
Learners
Talking to learners Class Discussion
Discovery Method Class Discussion
Discovery Method Class Discussion
Observation Experiment
Conferencing Think- Pair Share
Talking to Learners/ Conferencing,Think- Pair Share, Boarwork, Quiz

Analysis of Learners Concept Mapping/ Graphic organizers
Talking to Learners/ Conferencing,Think- Pair Share , Oral Presentation
Test Long Quiz
Quiz Summative test
Quiz Summative test
Quiz Summative test

Quiz Summative test
Quiz Summative test
Quiz Summative test

Talking to Learners/ Written Work and Essay
Conferencing
Talking to Learners/ Written Work and Essay

Conferencing
Talking to learners/Conferencing,
Think-Pair-Share, Worksheets, Essay
Talking to learners/Conferencing, Think-Pair-Share, Worksheets, Essay

Tests Pen and Paper Test,
Contextualization Learning Resources/ Materials Needed
Using available materials to show Illustrations/ Activity sheets/ Media

electrostatic charging by induction presentation
such as combs.
Work sheets/ Calculator/Video

presentation/ illustrations
Activity sheets/ Media presentation

Students will make use of available
materials in the school or in their homes .
Tagboards/ Calculator
Work sheets/ Calculator/Multi - media

presentation
Work sheets/ Calculator/Multi - media
presentation
Research Videos on Electric potential

Use of available materials Simulation software
needed
Use of Available materials needed marking pens manila papers
pen and paper
Simulation about electric Fields and

equipotential lines
pen and paper
relate electricity in real life situation Physics 1 WorkSheets/Charts
relate electricity in real life situation Physics 1 WorkSheets/Charts
concepts on charging and discharging

Movie clips
principles on batteries
Contextualization on Motivation (e.g why

CG's, Video on capacitor, Worksheets,
appliances that does not turn off
Multimedia,
immediately)
Contextualization in Problem solving Worksheets, Testpapers, Calculator
Reading of electric meter Video simulation, calculator
metals are conductor of electricity metal and rubber
Residential wiring or industrial wiring Calculator, Pen and Paper
use of materials we ussually use to test

different types of materials, Learners
manual,, activity sheet
learning material, worksheet
cite examples of real life situations,


video clips, news clippings from local
newspaper on events related to,
real life problem solving
worksheets, leraners manual,


To create their own model Worksheets Laptop Projector
Flatscreen TV
Hands-on Math/Physics Activities Worksheets Quiz
Relate this in a real life experiences Guide Questions Worksheets

Apply this into daily life activities Guide Questions Laboratory

Worksheets
Utilization of available tools books,video
laptop/projector, books and

use vailable materials in your locality Quipperschool.com







magnetic wire , battery, switch videoclips, PPt, electrical devices
magnet videoclips, PPt, electrical devices

laboratory gown or any costume available

use any available costume/ make up that the students can provide
Activity Sheet about the ray diagram on law

of reflection
Research Simulation Videos

simulation software
Use of available materials needed
Research on evidences of EM wave as

transverse wave calculator
Research on evidences of EM wave as
transverse wave calculator
Optical Kit
Optical Kit
Optical Kit
mirror, glass with water, pencil, lenses plane mirrors
lenses
Paper/Graphing paper, Pencil, ruler PPT , video clips, pictures

lenses lenses
reflective materials, mirrors PPT , video clips, pictures
paper, pen, calculator paper, pen, calculator





Apply to their real life experiences Worksheets Laptop Projector
Flatscreen TV
Apply to their real life experiences Worksheets Laptop Projector

Flatscreen TV
Animation video on Photoelectric effect,

Pictures on the application of Photoelectric pictures, laptop, projector/TV, worksheets,
effect (Solar panels)
etc
Contextualization in examples Worksheets, Testpapers

Contextualization in Problem solving Worksheets, Testpapers, Calculator
Chemis
1. recognize that substances are made up of STEM_GC11MP-Ia-b-1

smaller particles
2. describe and/or make a representation of the STEM_GC11MP-Ia-b-2
arrangement, relative spacing, and relative
motion of the particles in each of the three
phases of matter
3. distinguish between physical and chemical STEM_GC11MP-Ia-b-3
properties and give examples
4. distinguish between extensive and intensive
properties and give examples STEM_GC11MP-Ia-b-4
5. use properties of matter to identify substances
and to separate them STEM_GC11MP-Ia-b-5
6. differentiate between pure substances and
MATTER AND ITS mixtures STEM_GC11MP-Ia-b-6
PROPERTIES
7. differentiate between elements and
compounds STEM_GC11MP-Ia-b-7
8. differentiate between homogenous and
heterogenous mixtures STEM_GC11MP-Ia-b-8
9. recognize the formulas of common chemical
substances STEM_GC11MP-Ia-b-9
10. describe separation techniques for mixtures
and compounds STEM_GC11MP-Ia-b-10
11. compare consumer products on the basis of
their components for use, safety, quality and
cost STEM_GC11MP-Ia-b-11
12. (LAB) apply simple separation techniques
such as distillation, chromatography STEM_GC11MP-Ia-b-12
1. differentiate between precision and accuracy
Measurements
STEM_GC11MT-Ib-13
2. (LAB) Determine the density of liquids &
solids STEM_GC11MT-Ib-14
1. explain how the basic laws of matter (law of
conservation of mass, law of constant
composition, law of multiple proportion) led to
the formulation of Dalton’s Atomic Theory STEM_GC11AM-Ic-e-15
2. describe Dalton’s Atomic Theory STEM_GC11AM-Ic-e-16

3. differentiate among atomic number, mass
number, and isotopes, and which of these
distinguishes one element from another STEM_GC11AM-Ic-e-17
4. write isotopic symbols
STEM_GC11AM-Ic-e-18
5. recognize common isotopes and their uses. STEM_GC11AM-Ic-e-19

Atoms, Molecules, and Ions
Atoms, Molecules, and Ions 6. differentiate among atoms, molecules, ions
and give examples STEM_GC11AM-Ic-e-20
7. represent compounds using chemical
formulas, structural formulas and models STEM_GC11AM-Ic-e-21
8. give the similarities and differences between
the empirical formula and molecular formula of a
compound STEM_GC11AM-Ic-e-22
9. name compounds given their formula and

write formula given the name of the compound STEM_GC11AM-Ic-e-23
10. (LAB) Practice chemical nomenclature:
writing the chemical formulas of ionic
compounds; naming ionic compounds from
formulas STEM_GC11AM-Ic-e-24
1. explain relative atomic mass and average
atomic mass STEM_GC11S-Ie-25
2. define a mole STEM_GC11S-Ie-26
3. illustrate Avogadro’s number with examples STEM_GC11S-Ie-27

1st Quarter 4. determine the molar mass of elements and
STOICHIOMETRY compounds STEM_GC11S-Ie-28
5. calculate the mass of a given number of

moles of an element or compound or vice versa STEM_GC11S-Ie-29
6. calculate the mass of a given number of
particles of an element or compound or vice
versa STEM_GC11S-Ie-30
1. calculate the percent composition of a

Percentage Composition compound from its formula STEM_GC11PC-If-31
and Chemical Formulas
2. calculate the empirical formula from the
percent composition of a compound STEM_GC11PC-If-32
3. calculate molecular formula given molar mass STEM_GC11PC-If-33
4. write equations for chemical reactions and

balance the equations STEM_GC11CR-If-g-34
5. Chemical reactions and 5. interpret the meaning of a balanced chemical
chemical equations 6. reaction in terms of the law of conservation of
Types of chemical reactions mass STEM_GC11CR-If-g-35
in aqueous solutions
6. describe evidences that a chemical reaction
has occurred STEM_GC11CR-If-g-36
7. (LAB) Perform exercises on writing and
balancing chemical equations STEM_GC11CR-If-g-37
1. construct mole or mass ratios for a reaction in

order to calculate the amount of reactant needed
or amount of product formed in terms of moles STEM_GC11MR-Ig-h-
or mass 38
7. Mass relationships in
chemical reactions
2. Calculate percent yield and theoretical yield of STEM_GC11MR-Ig-h-
7. Mass relationships in the reaction 39
chemical reactions
3. explain the concept of limiting reagent in a STEM_GC11MR-Ig-h-
chemical reaction; identify the excess reagent(s) 40
4. calculate reaction yield when a limiting STEM_GC11MR-Ig-h-
reagent is present 41
5. (LAB) Determine mass relationship in a STEM_GC11MR-Ig-h-
chemical reaction 42
1. define pressure and give the common units of
pressure STEM_GC11G-Ih-i-43
2. express the gas laws in equation form STEM_GC11G-Ih-i-44

3. use the gas laws to determine pressure,
volume, or temperature of a gas under certain
conditions of change STEM_GC11G-Ih-i-45
4. use the ideal gas equation to calculate
pressure, volume, temperature, or number of
moles of a gas STEM_GC11G-Ih-i-46
5. use Dalton’s law of partial pressures to relate
GASES mole fraction and partial pressure of gases in a
mixture STEM_GC11DL-Ii-47
6. apply the principles of stoichiometry to
determine the amounts (volume, number of
moles, or mass) of gaseous reactants and
products STEM_GC11GS-Ii-j-48
7. explain the gas laws in terms of the kinetic
molecular theory of gases STEM_GC11KMT-Ij-49
8. relate the rate of gas effusion with molar mass STEM_GC11KMT-Ij-50

9. (LAB) Demonstrate Graham’s law of effusion
in an experiment STEM_GC11KMT-Ij-51
1. describe the quantum mechanical model of STEM_GC11ES-IIa-b-
the atom 52
2. describe the electronic structure of atoms in
terms of main energy levels, sublevels, and STEM_GC11ES-IIa-b-
orbitals, and relate this to energy 53
3. use quantum numbers to describe an electron STEM_GC11ES-IIa-b-
in an atom 54
ELECTRONIC 4. (LAB) Perform exercises on quantum STEM_GC11ES-IIa-b-
CONFIGURATION OF numbers 55
ATOMS
STEM_GC11ES-IIa-b-
5. write the electronic configuration of atoms 56
6. determine the magnetic property of the atom STEM_GC11ES-IIa-b-
based on its electronic configuration 57
7. draw an orbital diagram to represent the STEM_GC11ES-IIa-b-
electronic configuration of atoms 58
8. (LAB) Perform exercises on writing electronic STEM_GC11ES-IIa-b-
configuration 59
1. explain the periodic recurrence of similar
properties among elements in the periodic table STEM_GC11ESP-IIc-d-
in terms of electronic structure 60
2. relate the number of valence electrons of
elements to their group number in the periodic STEM_GC11ESP-IIc-d-
table 61
ELECTRONIC STEM_GC11ESP-IIc-d-
STRUCTURE AND 3. compare the properties of families of elements 62
PERIODICITY
4. predict the properties of individual elements STEM_GC11ESP-IIc-d-
based on their position in the periodic table 63
5. describe and explain the trends in atomic STEM_GC11ESP-IIc-d-
properties in the periodic table 64
6. (LAB) Investigate reactions of ions and apply STEM_GC11ESP-IIc-d-
these in qualitative analysis 65
7. (LAB) Determine periodic properties of the STEM_GC11ESP-IIc-d-
main group elements 66
1. relate the stability of noble gases to their STEM_GC11CB-IId-g-
electron configuration 67
STEM_GC11CB-IId-g-
2. state the octet rule 68
3. determine the charge of the ions formed by
the representative elements and relate this to
their ionization energy or electron affinity,
valence electron configuration and position in STEM_GC11CB-IId-g-
the periodic table 69
STEM_GC11CB-IId-g-
4. draw the Lewis structure of ions 70
Chemical Bonding Ionic
5. predict the formula of the ionic compound
Bonds
formed by a metal and non-metal among the STEM_GC11CB-IId-g-
representative elements 71
STEM_GC11CB-IId-g-
6. Lewis structure of ionic compounds 72
7. list the properties of ionic compounds and
explain these properties in terms of their STEM_GC11CB-IId-g-
structure 73
8. (LAB) Perform exercises on writing Lewis

structures of ions/ionic compounds and STEM_GC11CB-IId-g-
2nd QUARTER molecules 74
9. describe covalent bonding in terms of electron STEM_GC11CB-IId-g-
sharing 75
10. apply the octet rule in the formation of STEM_GC11CB-IId-g-
molecular covalent compounds 76
11. write the formula of molecular compounds
formed by the nonmetallic elements of the STEM_GC11CB-IId-g-
representative block 77
12. draw Lewis structure of molecular covalent STEM_GC11CB-IId-g-
compounds 78
Covalent Bonds
Covalent Bonds 13. explain the properties of covalent molecular STEM_GC11CB-IId-g-
compounds in terms of their structure 79
14. determine the polarity of a bond based on
the electronegativities of the atoms forming the STEM_GC11CB-IId-g-
bond 80
STEM_GC11CB-IId-g-
15. describe the geometry of simple compounds 81
STEM_GC11CB-IId-g-
16. determine the polarity of simple molecules 82
STEM_GC11CB-IId-g-
17. (LAB) Determine and/or observ 83
1. describe the special nature of carbon STEM_GC11OC-IIg-j-84

2. list general characteristics of organic
compounds STEM_GC11OC-IIg-j-85
3. describe the bonding in ethane,

ethene(ethylene) and ethyne(acetylene) and
explain their geometry in terms of hybridization
and σ and ¶ carbon-carbon bonds STEM_GC11OC-IIg-j-86
4. describe the different functional groups STEM_GC11OC-IIg-j-87

5. cite uses of representative examples of
compounds bearing the different functional
groups STEM_GC11OC-IIg-j-88
6. describe structural isomerism; give examples STEM_GC11OC-IIg-j-89

7. describe some simple reactions of organic
compounds: combustion of organic fuels,
addition, condensation, and saponification of
ORGANIC COMPOUNDS fats STEM_GC11OC-IIg-j-90
8. describe the formation and structure of
polymers STEM_GC11OC-IIg-j-91
9. give examples of polymers STEM_GC11OC-IIg-j-92

10. explain the properties of some polymers in
terms of their structure STEM_GC11OC-IIg-j-93
11. describe some biomolecules: proteins,
nucleic acids, lipids, and carbohydrates STEM_GC11OC-IIg-j-94
12. describe the structure of proteins, nucleic
acids, lipids, and carbohydrates, and relate them
to their function STEM_GC11OC-IIg-j-95
13. (LAB) Perform exercises on the structure of
organic compounds using of models STEM_GC11OC-IIg-j-96
14. (LAB) Prepare selected organic compound
and describe their properties STEM_GC11OC-IIg-j-97
15. (LAB) Perform laboratory activities on
enzyme action, protein denaturation, separation
of components in coconut milk STEM_GC11OC-IIg-j-98
Chemistry 1_CURRICULUM IMPLEMENTATION MATRIX
Assessment
Effective
Management Method
RIX
Assessment
Learning Resources/
Contextualization
Materials Needed
Activity
Chem
1. use the kinetic molecular model to explain STEM_GC11IMF-IIIa-c-

properties of liquids and solids 99
2. describe and differentiate the types of STEM_GC11IMF-IIIa-c-
intermolecular forces 100
3. predict the intermolecular forces possible for a STEM_GC11IMF-IIIa-c-
molecule 101
4. describe the following properties of liquids,
and explain the effect of intermolecular forces on
these properties: surface tension, viscosity,
vapor pressure, boiling point, and molar heat of STEM_GC11IMF-IIIa-c-
vaporization 102
5. explain the properties of water with its STEM_GC11IMF-IIIa-c-
molecular structure and intermolecular forces 103
INTERMOLECULAR
6. describe the difference in structure of STEM_GC11IMF-IIIa-c-
FORCES AND LIQUIDS
crystalline and amorphous solids 104
AND SOLIDS
7. describe the different types of crystals and
their properties: ionic, covalent, molecular, and STEM_GC11IMF-IIIa-c-
metallic. 105
8. describe the nature of the following phase
changes in terms of energy change and the
increase or decrease in molecular order: solid- STEM_GC11IMF-IIIa-c-
liquid, liquid-vapor, and solid-vapor 106
9. interpret the phase diagram of water and STEM_GC11IMF-IIIa-c-
carbon dioxide 107
10. (LAB) Measure and explain the difference in STEM_GC11IMF-IIIa-c-
the viscosity of some liquids 108
11. (LAB) Determine and explain the heating STEM_GC11IMF-IIIa-c-
and cooling curve of a substance 109
1. describe the different types of solutions STEM_GC11PP-IIId-f-
110
2. use different ways of expressing
concentration of solutions: percent by mass,
mole fraction, molarity, molality, percent by STEM_GC11PP-IIId-f-
volume, percent by mass, ppm 111
3. perform stoichiometric calculations for STEM_GC11PP-IIId-f-
reactions in solution 112
4. explain the effect of temperature on the STEM_GC11PP-IIId-f-
solubility of a solid and of a gas 113
5. explain the effect of pressure on the solubility STEM_GC11PP-IIId-f-
of a gas 114
6. describe the effect of concentration on the STEM_GC11PP-IIId-f-
colligative properties of solutions 115
Physical Properties of
Solutions
Physical Properties of 7. differentiate the colligative properties of
Solutions nonelectrolyte solutions and of electrolyte STEM_GC11PP-IIId-f-
solutions 116
8. Calculate boiling point elevation and freezing
point depression from the concentration of a STEM_GC11PP-IIId-f-
solute in a solution 117
9. calculate molar mass from colligative property STEM_GC11PP-IIId-f-
data 118
1st Quarter
10. (LAB) Perform acid-base titration to STEM_GC11PP-IIId-f-
determine concentration of solutions 119
11. (LAB) Determine the solubility of a solid in a STEM_GC11PP-IIId-f-

given amount of water at different temperatures 120
12. (LAB) Determine the molar mass of a solid
from the change of melting point or boiling point STEM_GC11PP-IIId-f-
of a solution 121
1. explain the energy changes during chemical STEM_GC11TC-IIIg-i-
reactions 122
2. distinguish between exothermic and STEM_GC11TC-IIIg-i-
endothermic processes 123
STEM_GC11TC-IIIg-i-
3. explain the first law of thermodynamics 124
STEM_GC11TC-IIIg-i-
4. explain enthalpy of a reaction. 125
5. Write the thermochemical equation for a STEM_GC11TC-IIIg-i-
chemical reaction 126
6. Calculate the change in enthalpy of a given STEM_GC11TC-IIIg-i-
reaction using Hess Law 127
7. (LAB) Do exercises on thermochemical STEM_GC11TC-IIIg-i-
calculations 128
8. (LAB)Determine the heat of neutralization of STEM_GC11TC-IIIg-i-

an acid 129
1. describe how various factors influence the STEM_GC11CK-IIIi-j-
rate of a reaction 130
2. write the mathematical relationship between
the rate of a reaction, rate constant, and STEM_GC11CK-IIIi-j-
concentration of the 131
3. differentiate zero, first-, and second-order STEM_GC11CK-IIIi-j-

reactions 132
STEM_GC11CK-IIIi-j-
4. write the rate law for first-order reaction 133
CHEMICAL KINETICS 5. discuss the effect of reactant concentration on STEM_GC11CK-IIIi-j-
the half-time of a first-order reaction 134
6. explain the effect of temperature on the rate STEM_GC11CK-IIIi-j-
of a reaction 135
7. explain reactions qualitatively in terms of STEM_GC11CK-IIIi-j-
molecular collisions 136
8. explain activation energy and how a catalyst STEM_GC11CK-IIIi-j-
affects the reaction rate 137
STEM_GC11CK-IIIi-j-
9. cite and differentiate the types of catalysts 138
10. (LAB)Determine the effect of various factors STEM_GC11CK-IIIi-j-
on the rate of a reaction 139
2nd QUARTER
1. predict the spontaneity of a process based on STEM_GC11CT-IVa-b-
entropy 140
2. determine whether entropy increases or
decreases if the following are changed: STEM_GC11CT-IVa-b-
Chemical Thermodynamics temperature, phase, number of particles 141
3. explain the second law of thermodynamics STEM_GC11CT-IVa-b-
and its significance 142
4. use Gibbs’ free energy to determine the STEM_GC11CT-IVa-b-
direction of a reaction 143
STEM_GC11CE-IVb-e-
1. describe reversible reactions 144
2. explain chemical equilibrium in terms of the
reaction rates of the forward and the reverse STEM_GC11CE-IVb-e-
reaction 145
3. write expressions for the reaction STEM_GC11CE-IVb-e-
quotient/equilibrium constants 146
4. explain the significance of the value of the STEM_GC11CE-IVb-e-
equilibrium constant. 147
5. calculate equilibrium constant and the
pressure or concentration of reactants or STEM_GC11CE-IVb-e-
products in an equilibrium mixture 148
Chemical Equilibrium 6. state the Le Chatelier’s principle and apply it
qualitatively to describe the effect of changes in
pressure, concentration and temperature on a STEM_GC11CE-IVb-e-
system at equilibrium 149
7. (LAB) Describe the behavior of reversible STEM_GC11CE-IVb-e-
reactions 150
8. (LAB) Describe the behavior of a reaction
mixture when the following takes place:
a. change in concentration of reactants or
products STEM_GC11CE-IVb-e-
b. change in temperature 151
9. (LAB) Perform calculations involving STEM_GC11CE-IVb-e-
equilibrium of gaseous reactions 152
STEM_GC11AB-IVf-g-
1. define Bronsted acids and bases 153
STEM_GC11AB-IVf-g-
2. discuss the acid-base property of water 154
STEM_GC11AB-IVf-g-
3. define pH 155
4. calculate pH from the concentration of
hydrogen ion or hydroxide ions in aqueous STEM_GC11AB-IVf-g-
solutions 156
Acid-Base Equilibria and

5. determine the relative strength of an acid or a
base, from the value of the ionization constant of STEM_GC11AB-IVf-g-
a weak acid or base 157
6. determine the pH of a solution of weak acid or STEM_GC11AB-IVf-g-
Acid-Base Equilibria and weak base 158
Salt Equilibria STEM_GC11AB-IVf-g-
7. explain the Common Ion Effect 159
8. describe how a buffer solution maintains its STEM_GC11AB-IVf-g-
pH 160
9. calculate the pH of a buffer solution using the STEM_GC11AB-IVf-g-
Henderson-Hasselbalch equation 161
10. explain and apply the solubility product STEM_GC11AB-IVf-g-
constant to predict the solubility of salts 164
11. describe the common ion effect on the STEM_GC11AB-IVf-g-
solubility of a precipitate 165
12. explain the effect of pH on the solubility of a STEM_GC11AB-IVf-g-
precipitate 166
13. (LAB) Determine the pH of solutions of a
weak acid at different concentrations and in the STEM_GC11AB-IVf-g-
presence of its salt 167
STEM_GC11AB-IVf-g-
1. define oxidation and reduction reactions 169
2. balance redox reactions using the change in STEM_GC11AB-IVf-g-
oxidation number method 170
3. draw the structure of a galvanic cell and label STEM_GC11AB-IVf-g-
the parts 171
4. identify the reaction occurring in the different STEM_GC11AB-IVf-g-
parts of the cell 172
5. write the half-equations for the reactions STEM_GC11AB-IVf-g-
occurring in the electrodes 173
6. write the balanced overall cell reaction STEM_GC11AB-IVf-g-
STEM 174
STEM_GC11AB-IVf-g-
7. give different examples of galvanic cell 175
8. define reduction potential, oxidation potential, STEM_GC11AB-IVf-g-
and cell potential 176
STEM_GC11AB-IVf-g-
9. describe the standard hydrogen electrode 177
STEM_GC11AB-IVf-g-
ELECTROCHEMISTRY 10. calculate the standard cell potential 178
11. relate the value of the cell potential to the
feasibility of using the cell to generate an electric STEM_GC11AB-IVf-g-
current 179
12. describe the electrochemistry involved in
some common batteries:
a. leclanche dry cell
b. button batteries
c. fuel cells STEM_GC11AB-IVf-g-
d. lead storage battery 180
13. apply electrochemical principles to explain STEM_GC11AB-IVf-g-
corrosion 181
14. explain the electrode reactions during STEM_GC11AB-IVf-g-
electrolysis 182
STEM_GC11AB-IVf-g-
15. describe the reactions in some 183
16. (LAB) Determine the potential and predict
the cell reaction of some assembled STEM_GC11AB-IVf-g-
electrochemical cells 184
17. (LAB) Describe the reactions at the

electrodes during the electrolysis of water; cite STEM_GC11AB-IVf-g-
the evidence for your conclusion 185
Chemistry 2 _ Curriculum Implementation MATRIX
Assessment
Effective
Management Method
X
Assessment
Learning Resources/
Contextualization
Materials Needed
Activity
DepED ECOTECH Center/Applied Nutrition Center
SENIOR HIGH SCHOOL (SHS) MASS TRAINING OF TEACHERS (MTOT) FOR COMMON/GENERAL TOPICS
Batch 3 - June 28-July 1, 2016
PROGRAM SCHEDULE MATRIX (PSM)

Class 1
Venue: Pavilion
DAY 0 DAY 1 DAY 2 DAY 3 DAY 4
TIME
Monday, 6/27/2016 Tuesday, 6/28/2016 Wednesday, 6/29/2016 Thursday, 6/30/2016 Friday, 7/1/2016
Quiet Time
7:31-8:00 AM
Energizer-Management of Learning (MOL)
8:01 - 9:00 AM Opening Activities

Venue: Pavilion Gender and Development in the SHS Standard and Competency-Based
LRMDS
Classroom Instruction
DepEd Mandate, VMV, Strategic
9:01 AM -10:00 AM Thrust and Direction
Plenary Session Plenary Session Dr. Eduardo Omana Mrs. Merden Bryant
10:01 AM -11::00 AM
School Structure and Processes
K to 12 Updates Understanding the SHS Learner Lesson Planning
(School Governance)
11:01 AM -12:00 PM
Plenary Session Mr. John Ariel Lagura Mrs. Lina Maiso Dr. Emiiliano Elnar Jr.
12:01 - 1:00 PM Lunch Break
1:01 - 2:00 PM
Magna Carta for Tachers and
Preparation of IMs Curriculum Contextualization
Professional Ethics for Teachers
2:01 - 3:00 PM
Plenary Session Mr. Sofronio Paragoso Dr. Maria Jesusa Despojo
Arrival and Registration
Closing Activities
3:01-4:00 PM
K to 12 Pedagogies 21st Century Skills K to 12 Assessment Venue: Pavilion
5:01-5:00 PM
Mr. Valrentin Jacobe Mrs. Ma. Nessa Tio-Espina Plenary Session
5:01-5:30 PM Online Evaluation
5:31-6:00 PM Debriefing: Program Management Team, Facilitators, Process Observers
Program Managers Dr. Emiliano Elnar Jr./Dr. Flordeliza Sambrano
Class Manager Mrs. Lina Maiso
Resource Manager Mrs. Jasmin Jabil
Officer of the Day Mrs. Lina Maiso Mrs. Lina Maiso Dr. Jesusa Despojo Mrs. Lina Maiso
Process Observer Mrs. Mylene Ordilla Mrs. Mylene Ordilla Mrs. Helen Sabino/Mrs. Lina Maiso Mrs. Lina Maiso

Class 2
Venue: Dining Hall-Annex
TIME
Quiet Time
7:31-8:00 AM
8:01 - 9:00 AM
Opening Activities
Standard and Competency-Based
Venue: Pavilion LRMDS 21st Century Skills
Instruction
Plenary Session Plenary Session Mrs. Ma. Nessa Tio-Espina Mrs. Merden Bryant
10:01 AM -11::00 AM
K to 12 Updates School Structure and Processes Curriculum Contextualization Lesson Planning
11:01 AM -12:00 PM
Plenary Session Mr. Misael Borgonia Dr. Maria Jesusa Despojo Dr. Emiiliano Elnar Jr.
1:01 - 2:00 PM
K to 12 Pedagogies Preparation of IMs
2:01 - 3:00 PM
Plenary Session Mr. Valentin Jacobe Mr. Sofronio Paragoso
3:01-4:00 PM Closing Activities
Gender and Development in the SHS
Understanding the SHS Learner K to 12 Assessment Venue: Pavilion
Classroom
5:01-5:00 PM
Dr. Eduardo Omana Mr. John Ariel Lagura Plenary Session
Class Manager Mr. Sofronio Paragoso
Officer of the Day Mr. Sofronio Paragoso Mr. Sofronio Paragoso Mr. Sofronio Paragoso Mr. Sofronio Paragoso
Mrs. Ma. Nessa Tio-Espina/ Mr. Valentin
Mr. Sofronio Paragoso Mrs. Mia Marie Biliran Mrs. Ma. Nessa Tio-Espina
Process Observer Jacobe

Class 3
Venue: 2nd Flr., New Dining Hall
TIME
Quiet Time
7:31-8:00 AM
8:01 - 9:00 AM
Opening Activities
Venue: Pavilion LRMDS K to 12 Pedagogies
Instruction
Plenary Session Plenary Session Mrs. Helen Sabino Mrs. Merden Bryant
10:01 AM -11::00 AM
K to 12 Updates Curriculum Contextualization Lesson Planning
Classroom
11:01 AM -12:00 PM
Plenary Session Dr. Maria Jesusa Despojo Dr. Eduardo Omana Dr. Emiiliano Elnar Jr.
1:01 - 2:00 PM
Magna Carta for Tachers and School Structure and Processes
Understanding the SHS Learner
Professional Ethics for Teachers (School Governance)
2:01 - 3:00 PM
Plenary Session Mrs. Lina Maiso Mr. John Ariel Lagura
3:01-4:00 PM
Closing Activities
21st Century Skills Preparation of IMs K to 12 Assessment Venue: Pavilion
5:01-5:00 PM
Mrs. Ma. Nessa Tio-Espina Mr. Sofronio Paragoso Plenary Session
Class Manager Mrs. Helen Sabino
Officer of the Day Mrs. Helen Sabino Mrs. Helen Sabino Mrs. Helen Sabino Mrs. Helen Sabino
Process Observer Mrs. Helen Sabino Mrs. Alice Ganar Mrs. Elizabeth Bilaos Mrs. Elizabeth Bilaos
DepED ECOTECH Center/Applied Nutrition Center

Class 5
Venue: Molave 1
TIME
Quiet Time
7:31-8:00 AM Energizer-Management of Learning (MOL)
8:01 - 9:00 AM
Opening Activities
Venue: Pavilion LRMDS 21st Century Skills
Instruction
Plenary Session Plenary Session Mrs. Mylene Ordilla Mrs. Merden Bryant
10:01 AM -11::00 AM
K to 12 Updates Preparation of IMs K to 12 Pedagogies Lesson Planning
11:01 AM -12:00 PM
Plenary Session Mrs. Elizabeth Bilaos Mrs. Alice Ganar Dr. Emiiliano Elnar Jr.
1:01 - 2:00 PM
Magna Carta for Tachers and School Structure and Processes Gender and Development in the SHS
Professional Ethics for Teachers (School Governance) Classroom
2:01 - 3:00 PM
Plenary Session Mr. Misael Borgonia Dr. Eduardo Omana
3:01-4:00 PM
Closing Activities
Understanding the SHS Learner Curriculum Contextualization K to 12 Assessment Venue: Pavilion
5:01-5:00 PM
Mr. Philipp Bercero Mrs. Mia Marie Biliran Plenary Session
Class Manager Mrs. Glenda Pogoy
Resource Manager Mrs. Roselle Aguilar
Officer of the Day Mrs. Glenda Pogoy Mrs. Glenda Pogoy Mrs. Glenda Pogoy Mrs. Glenda Pogoy
Process Observer Mrs. Glenda Pogoy Mrs. Glenda Pogoy Mrs. Glenda Pogoy Mrs. Glenda Pogoy

Class 7
Venue: Kamagong
TIME
Quiet Time
7:31-8:00 AM
8:01 - 9:00 AM
Opening Activities
School Structure and Processes Standard and Competency-Based
Venue: Pavilion Curriculum Contextualization
(School Governance) Instruction
Plenary Session Dr. Emerson Degamo Dr. Elvira Vergara Mrs. Merden Bryant
10:01 AM -11::00 AM
K to 12 Updates LRMDS Lesson Planning
Classroom
11:01 AM -12:00 PM
Plenary Session Ms. Mitchelin Micabani Mr. Geraldo Lana Dr. Emiiliano Elnar Jr.
1:01 - 2:00 PM
Understanding the SHS Learner Prepartion of IMs K to 12 Pedagogies
2:01 - 3:00 PM
Mr. Christian Nabella Dr. Felina Calledo Mr. Nathanael Flores
3:01-4:00 PM Closing Activities
21st Century Skills K to 12 Assessment Venue: Pavilion
5:01-5:00 PM
Mrs. Asuncion Balen Plenary Session Plenary Session
Class Manager Mr. Aquilino Milar Jr.
Officer of the Day Mr. Aquilino Milar Jr. Mr. Aquilino Milar Jr. Mr. Aquilino Milar Jr. Mr. Aquilino Milar Jr.
Process Observer Ms. Mitchelin Micabani Mr. Geraldo Lana Ms. Mitchelin Micabani Mrs. Eden Lequigan

Class 8
Venue: Narra 2
TIME
Quiet Time
7:31-8:00 AM
Opening Activities
8:01 - 9:00 AM
Venue: Pavilion Understanding the SHS Learner Preparation of IMs
Instruction
Plenary Session Mr. Christian Nabella Dr. Felina Calledo Mrs. Merden Bryant
10:01 AM -11::00 AM
School Structure and Processes
K to 12 Updates 21st Century Skills Lesson Planning
(School Governance)
11:01 AM -12:00 PM
Plenary Session Mrs. Asuncion Balen Dr. Emerson Degamo Dr. Emiiliano Elnar Jr.
1:01 - 2:00 PM
K to 12 Pedagogies LRMDS
Classroom
2:01 - 3:00 PM
Mr. Nathanael Flores Mr. Rogaciano Bajo Mr. Geraldo Lana
3:01-4:00 PM
Closing Activities
Curriculum Contextualization K to 12 Assessment Venue: Pavilion
5:01-5:00 PM
Dr. Elvira Vergara Plenary Session Plenary Session
Class Manager Dr. Rosa Cabotaje
Officer of the Day Dr. Rosa Cabotaje Dr. Rosa Cabotaje Dr. Rosa Cabotaje Dr. Rosa Cabotaje
Process Observer Mr. Rogaciano Bajo Mr. Gerome Misa Mrs. Eden Lequigan Mrs. Elizabeth Bilaos

BUDGET CIM - Physics1&2

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DRRR_CURRICU

Learning Competency/ies Code

1. Explain the meaning of disaster; DRR11/12-Ia-b-1

2. Differentiate the risk factors underlying DRR11/12-Ia-b-2

1. Identify various potential earthquake hazards; DRR11/12-If-g-17

4. Interpret different volcano hazard maps; and DRR11/12-Ih-i-25

1. Discuss the different geological hazards; DRR11/12-IIa-b-27

5. Apply mitigation strategies to prevent loss of

Hydrometeorological 3. Apply appropriate measures/interventions

1. Discuss the key concepts, principles, and

4. Develop a community preparedness plan; and DRR11/12-IIg-h-45

5. Prepare survival kits and materials for one’s

1. Explain DRR-related laws and policies; DRR11/12-IIi-j-47

Learning Competency/ies Code

1. describe the historical development of theories that S11ES-Ia-1

1. describe how rocks undergo weathering S11ES-IIa-22

5. describe how magma is formed S11ES-IIc-24

9. identify the layers of the Earth S11ES-IId-28

12. discuss evidence that support continental drift S11ES-IIe-31

14. describe the structure and evolution of ocean basins S11ES-IIf-33

1. describe how layers of rocks (stratified rocks) are formed S11ES-IIh-35

5. describe the history of the Earth through geologic time S11ES-IIj-39

Learning Competency/ies Code Target Day

1. explain the postulates of the cell STEM_BIO11/12Ia-

Cell 2. describe the structure and function of STEM_BIO11/12Ia-

3. distinguish prokaryotic and eukaryotic STEM_BIO11/12Ia-

categorize the biological

explain the role of each biological STEM_BIO11/12Ii-j-

explain coupled reaction processes and

distinguish major features of glycolysis,

compute the number of ATPs needed or STEM_BIO11/12IIa-

Learning Competency/ies Code Target Day

compare and contrast the following STEM_BIO11/12IVa

describe examples of homeostasis (e.g., STEM_BIO11/12IVi-

predict genotypes and phenotypes of

explain the mechanisms that produce

explain evidences of evolution (e.g.,

describe species diversity and cladistics,

2. Differentiate accuracy from precision STEM_GP12EU-Ia-2

3. Differentiate random errors from

4. Use the least count concept to estimate

5. Estimate errors from multiple

6. Estimate the uncertainty of a derived

7. Estimate intercepts and slopes—and and

2. Perform addition of vectors STEM_GP12V-Ia-9

3. Rewrite a vector in component form STEM_GP12V-Ia-10

4. Calculate directions and magnitudes of

1. Convert a verbal description of a physical

2. Recognize whether or not a physical

3. Interpret displacement and velocity,

4. Interpret velocity and acceleration,

5. Construct velocity vs. time and

8. Solve problems involving one-dimensional

1. Describe motion using the concept of

2. Extend the definition of position, velocity, Day 9

3. Deduce the consequences of the

4. Calculate range, time of flight, and

6. Infer quantities associated with circular

7. Solve problems involving two dimensional

8. Plan and execute an experiment involving

Newton’s Laws of Motion

2. Differentiate contact and noncontact

4. Identify action-reaction pairs STEM_GP12N-Id-31