SAMPLE OR SUGGESTED CURRICULA FOR THE BACHELOR OF ELEMENTARY

EDUCATION (BEEd) AND BACHELOR OF SECONDARY EDUCATION (BSEd) PROGRAMS

ALIGNED TO OUTCOMES-BASED EDUCATION (OBE)
GENERAL PROVISIONS
These sample or suggested curricula are based on the existing 10-year basic education
system and on the existing GE program. They reflect the reform towards Outcomes-Based
Education but not the K to12 Reform. The latter shall be addressed subsequently.
PROGRAM SPECIFICATIONS
I. PROGRAM DESCRIPTION
A. Degree Name:

Bachelor of Elementary Education (BEEd)

Bachelor of Secondary Education (BSEd)

B. Nature of Field of Study:

The BEEd and BSEd degrees are teacher education programs that prepare future
teachers in basic education at the elementary and secondary levels.
C. Program Goals:
Bachelor of Elementary Education
The BEEd is designed to meet the needs of professional teachers for elementary
education schools, who are generalists and who can teach across the different learning
areas.
Bachelor of Secondary Education
The BSEd is designed to meet the needs of professional teachers who can teach in one
of the different learning areas in secondary like Mathematics, Physical Sciences,
Biological Sciences, English, Filipino, Social Sciences, among others.
D. Specific Professions/careers /occupations for graduates:
Graduates of BEEd and BSEd can pursue a career in teaching in basic education.
E. Allied Fields:
Teacher education is an applied discipline which draws from many of the basic disciplines
in the social sciences (Psychology, Sociology, Anthropology, Economics, Political
Science, Applied Linguistics, History, etc.), the Science and Technology Fields (Biology,
Chemistry, Physics, Mathematics, Engineering, Information Technology, etc.), and the
Humanities and related fields (Languages, Literature, Philosophy, Journalism, etc.).
II. PROGRAM OUTCOMES
The minimum standards for the BEEd and BSEd programs are expressed in the following
minimum set of learning outcomes:
A. Common to all programs in all types of schools
The graduates have the ability to:
1. articulate and discuss the latest developments in the specific field of practice. (PQF
level 6 descriptor)
2. effectively communicate orally and in writing using both English and Filipino
3. work effectively and independently in multi-disciplinary and multi-cultural teams.
(PQF level 6 descriptor)
4. act in recognition of professional, social, and ethical responsibility

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5. preserve and promote Filipino historical and cultural heritage (based on RA 7722)
B. Common to the discipline (Teacher Education)
1. Articulate the relationship of education to larger historical, social, cultural and political
processes.
2. Facilitate learning using a wide range of teaching methodologies in various types of
environment.
3. Develop alternative teaching approaches for diverse learners.
4. Apply skills in curriculum development, lesson planning, materials development,
instructional delivery and educational assessment.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and
reporting.
6. Practice professional and ethical teaching standards to respond to the demands of
the community.
7. Pursue lifelong learning for personal and professional growth.
C. Specific to a sub-discipline and major
Program Outcomes for BEEd
1. Demonstrate in-depth understanding of the development of elementary learners.
2. Exhibit
comprehensive knowledge of various learning areas in the elementary
curriculum.
3. Create and utilize materials appropriate to the elementary level to enhance teaching
and learning.
4. Design and implement assessment tools and procedures to measure elementary
learning outcomes.
Program Outcomes for BSEd
1. Demonstrate in-depth understanding of the development of adolescent learners.
2. Exhibit
comprehensive knowledge of various learning areas in the secondary
curriculum.
3. Create and utilize materials appropriate to the secondary level to enhance teaching
and learning.
4. Design and implement assessment tools and procedures to measure secondary
learning outcomes.
D. Common to a horizontal type as defined in CMO 46 s. 2012
Graduates of professional institutions demonstrate a service orientation in ones
profession,
Graduates of colleges participate in various types of employment, development
activities, and public discourses, particularly in response to the needs of the
communities one serves
Graduates of universities participate in the generation of new knowledge or in
research and development projects
Graduates of State Universities and Colleges must, in addition, have the
competencies to support national, regional and local development plans. (RA
7722).
A PHEI, at its option, may adopt mission-related program outcomes that are not
included in the minimum set.
III. SAMPLE PERFORMANCE INDICATORS

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Program outcomes
Performance indicators
Common
to
Teacher
Education
1. Articulate the relationship of
Generate opportunities for reflection on historical, social,
education to larger historical,
cultural and political processes as they affect the day to day
social, cultural and political
lives of the students.
processes. (NCBTS Domain
1-Social Regard for Learning)
2. Facilitate learning using a
Actively engages students to sustain interest in the subject
wide range of teaching
matter.
methodologies in various
Implements learner-friendly classroom management
types
of
environment.
procedures and practices.
(NCBTS Domain 2-Learning
Environment)
3. Develop alternative teaching
Use varied teaching methodologies appropriate for diverse
approaches
for
diverse
learners.
learners. (NCBTS Domain 3Evaluate current teaching approaches and innovate based on
Diversity of Learners)
learners needs.
4. Apply skills in curriculum
Implement and evaluate the curriculum.
development,
lesson
Effectively write and carry out the lesson plan with mastery.
planning,
materials
Deliver interesting lessons with congruent objectives, subject
development,
instructional
matter,
teaching- learning activities,
materials and
delivery
and
educational
assessment procedures.
assessment. (NCBTS Domain
4-Curriculum)
5. Demonstrate basic and higher
Source and organize data and information concerning
levels of thinking skills in
teaching and learning.
planning,
assessing
and
Analyze and interpret data and information using appropriate
reporting. (NCBTS Domain 5tools and procedures.
Planning,
Assessing
&
Compose and disseminate properly well-written reports
Reporting)
(progress reports, assessment, official communications,
among others).
6. Practice professional and
ethical teaching standards to
respond to the demands of
the community. (Domain 6Community Linkage)
7. Pursue lifelong learning for
personal and professional
growth. (NCBTS Domain 7Personal
Growth
&
Professional Development)

Program Outcomes Specific to

BEED
1. Demonstrate in-depth
understanding of the
development of elementary
learners.

Behave in accordance to the Code of Ethics of Professional

Teachers.
Use the community as a learning resource.
Plans and carries out personal and professional
advancement.

Performance Indicators
Identify and design lessons according to the stages of
learners' growth and development.
Utilize the potentials and uniqueness of individual learners in
teaching.

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2. Exhibit comprehensive
knowledge of various
learning areas in the
elementary curriculum.

Discuss and share insights on the subject area's learning

goals, instructional procedures and content in the
elementary curriculum.
Facilitate collaboration among diverse learners.

3. Create and utilize materials

appropriate to the elementary
level to enhance teaching
and learning.

Use appropriate teaching-learning strategies to sustain

interest in learning.
Select, develop or adapt updated technology in support of
instruction.
Use improvised and indigenous materials for meaningful
learning.
Balance the use of traditional and non-traditional assessment
techniques.
Interpret and use assessment data and information to
improve teaching and learning.
Adjust assessment tools and procedures to reflect school
policies and guidelines.

4. Design and implement

assessment tools and
procedures to measure
elementary learning
outcomes.

Program Outcomes Specific to

BSED
1. Demonstrate in-depth
understanding of the
development of adolescent
learners.

Identify and design lessons according to the stages of

learners' growth and development.
Utilize the potentials and uniqueness of individual learners in
teaching.

2. Exhibit comprehensive
knowledge of various
learning areas in the
secondary curriculum.

Discuss and share insights on the subject area's learning

goals, instructional procedures and content in the
secondary curriculum.
Facilitate collaboration among diverse learners.

3. Create and utilize materials

appropriate to the secondary
level to enhance teaching
and learning.

Use appropriate teaching-learning strategies to sustain

interest in learning.
Select, develop or adapt updated technology in support of
instruction.
Use improvised and indigenous materials for meaningful
learning.
Balance the use of traditional and non-traditional assessment
techniques.
Interpret and use assessment data and information to
improve teaching and learning.
Adjust assessment tools and procedures to reflect school
policies and guidelines.

4. Design and implement

assessment tools and
procedures to measure
secondary learning
outcomes.

Performance Indicators

IV. CURRICULUM
Sample Curriculum for BEEd and BSEd (Components: General Education, Core
Courses, Electives, etc.)
Courses
General Education Courses (CMO 59, series of 1998)
Professional Education Courses
Theories and Concepts

Units

Total
63 units
54 units

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Child and Adolescent Development

Facilitating Human Learning
Social Dimensions of Education
The Teaching Profession
Methods and Strategies
Principles of Teaching 1
Principles of Teaching 2
Assessment of Student Learning 1
Assessment of Student Learning 2
Educational Technology 1
Educational Technology 2
Curriculum Development
Developmental Reading 1
Developmental Reading 2 (for BEEd only)
Field Study Courses
Field Study 1
Field Study 2
Field Study 3
Field Study 4
Field Study 5
Field Study 6
Practice Teaching
Special Topics
Special Topic 1
Special Topic 2
Special Topic 3
Specialization Courses in the BEED (Enhanced Content)
Science
Mathematics
English
Filipino
Social Studies
Music, Arts, and Physical Education
Home Economics and Livelihood Education
Values Education
Specialization Courses in the BSEd
Mathematics
Physical Sciences
Natural Sciences
English
Filipino
Social Studies
Values Education
Technology Education
Music, Arts, Physical and Health Education
Islamic Studies

3
3
3
3
3
3
3
3
3
3
3
3
3
1
1
1
1
1
1
6
1
1
1
57 units
12
12
12
6
6
3
3
3
60 units
60
60
60
60
60
60
60
60
60
60

Summary of Units (BEED)

General Education Courses

63 Units

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Professional Education Courses

Specialization Courses
TOTAL

54 Units
57 Units
174 Units
Summary of Units (BSED)

General Education Courses

Professional Education Courses
Specialization Courses
TOTAL

63 Units
51 Units
60 Units
174
its

V. Sample Program of Study

1. Distribution of Courses for BEEd (Sample based on CMO No. 30, Series of 2004)
1st Semester
Courses
English 1
Filipino 1
Math 1
Science
Humanities
Social Science 1
Specialization 1
TOTAL

Units
3
3
3
3
3
3
3
21

Courses
English 3
Filipino 3

Units
3
3

Child and Adolescent

Development
Educational
Technology 1
Field Study 1
Specialization 3
Specialization 4
TOTAL

Courses
History

Units
3

Principles of
Teaching 2
Assessment of
Learning 1
Field Study 3
Field Study 4
Special Topic 1
Specialization 9
Specialization 10
Specialization 11
TOTAL

Courses

3
1
3
3
19

3
1
1
1
3
3
3
21
Units

2nd Semester
FIRST YEAR
Courses
English 2
Filipino 2
Math 2
Science
Social Science 2
ICT
Specialization 2
TOTAL
SECOND YEAR
Courses
Facilitating Learning
Educational Technology
2
Curriculum
Development
Principles of Teaching 1

SUMMER
Units
3
3
3
3
3
3
3
21

Courses

Units

TOTAL

Units
3
3

Courses
Social Science 3
Specialization 7

Units
3
3

Specialization 8

Field Study 2
Specialization 5
Specialization 6
TOTAL
THIRD YEAR
Courses
Developmental Reading
1
Assessment of Learning
2
Field Study 5

1
3
3
19

TOTAL

Units
3

Courses
Social Science 4

Units
3

Literature 1

Specialization 16

Field Study 6
Special Topic 2
Specialization 12
Specialization 13
Specialization 14
Specialization 15
TOTAL
FOURTH YEAR
Courses

1
1
3
3
3
3
21

TOTAL

Units

Courses

Units

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Humanities
The Teaching
Profession
Specialization 17

3
3

Rizal
Literature 2

3
3

Practice Teaching

Social Dimensions of
Education
Developmental
Reading 2
Special Topic 3
Specialization 18
Specialization 19
TOTAL

TOTAL

15

3
1
3
3
19

2. Distribution of Courses for BSEd (Sample based on CMO No. 30, Series of 2004)
1st Semester

2nd Semester
FIRST YEAR
Courses
Units
English 2
3
Filipino 2
3
Math 2
3
Science
3
Social Science 2
3
ICT
3
Specialization 2
3
TOTAL
21
SECOND YEAR
Courses
Units
Facilitating Learning
3
Educational
3
Technology 2
Curriculum
3
Development
Principles of Teaching 3
1
Field Study 2
1
Specialization 5
3
Specialization 6
3
TOTAL
19
THIRD YEAR
Courses
Units
Developmental
3
Reading 1
Assessment of
3
Learning 2
Field Study 5
1

1
1
1
3
3
3

Field Study 6
Special Topic 2
Specialization 12
Specialization 13
Specialization 14
Specialization 15

Courses
English 1
Filipino 1
Math 1
Science
Humanities
Social Science 1
Specialization 1
TOTAL

Units
3
3
3
3
3
3
3
21

Courses
English 3
Filipino 3

Units
3
3

Child and Adolescent

Development
Educational
Technology 1
Field Study 1
Specialization 3
Specialization 4
TOTAL

Courses
History

Units
3

Principles of Teaching
2
Assessment of
Learning 1
Field Study 3
Field Study 4
Special Topic 1
Specialization 9
Specialization 10
Specialization 11

3
1
3
3
19

SUMMER
Courses

Units

Courses
Social Science 3
Specialization 7

Units
3
3

Specialization 8

TOTAL

Courses
Social Science 4

Units
3

Literature 1

Specialization 16

1
1
3
3
3
3

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TOTAL

21

TOTAL

Courses
Humanities
The Teaching
Profession
Specialization 17

Units
3
3

FOURTH YEAR
Courses
Units
Rizal
3
Literature 2
3

Practice Teaching

TOTAL

15

21

Social Dimensions of
Education
Special Topic 3
Specialization 18
Specialization 19
Specialization 20

TOTAL

Courses

Units

3
1
3
3
3
19

VI. Sample Curriculum Map

PO3

PO4

PO5

PO6

PO7

PO1

PO2

PO3

PO4

PO1

PO2

PO3

PO4

Theories and Concepts

Child and
I
Adolescent
Development
Facilitating Human
I
Learning
Social Dimensions
I
of Education
The Teaching
I
Professions

PROGRAM
OUTCOMES
(Specific to
BSEd)

PO2

Professional
Education

PO1

COURSES

PROGRAM
OUTCOMES
(Specific to
BEEd)

PROGRAM OUTCOMES
(Common to Teacher Education)

Methods and Strategies

Principles of
Teaching 1
Principles of
Teaching 2
Assessment of
Student Learning 1
Assessment of
Student Learning 2
Educational
Technology 1
Educational
Technology 2
Curriculum
Development
Developmental
Reading 1
Developmental
Reading 2 (for
BEEd only)

8|Page

Field Study Courses

I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
Field Study 1-6
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
Practice Teaching
Special Topics 1I
P
I
P
I
I
I
P
P
I
I
P
P
I
I
3
BEED Content
I
P
I
P
I
I
I
P
P
I
I
P
P
I
I
Courses
BSED Content
I
P
I
P
I
I
I
P
P
I
I
P
P
I
I
Courses
Legend:
I-Introduced (The student gets introduced to concepts/principles
P-Practiced (The student practices the competencies with supervision)
D-Demonstrated (The student practices the competencies across different
settings with minimal supervision)
VII. Sample Means of Curriculum Delivery
Lecture/Discussion
Project/ Problem Solving
Exercises/Demonstration
Interactive Learning
Collaborative Learning
Reporting/Panel
Discussion/Debate
Multimedia Presentation
Reading and Writing
Library Research

Field
Study/Community
Immersion
Interview/Focus
Group
Discussion
Action Research
Social Networking
Blogging information
Mashing up Information
Production/Creation
of
Innovative Projects
Community Service

VIII. Sample Course Syllabi (See Annex A)

9|Page

ANNEX A
SAMPLE COURSE SYLLABUS
Course Name
Course Credits
Course Description
Contact Hours/week
Prerequisite
Course Objectives

Developmental Reading
3 units
The course introduces the students to the nature, theories and scope of the reading process to enhance their reading proficiency, hone critical, creative and
metacognitive reading skills as a tool for learning;
3 hours
None
At the end of the semester, the students must have:
1. understood fully the nature, theories and scope of the reading process;
2. explained the factors affecting acquisition of reading skills;
3. developed word recognition, comprehension and study skills and devise ways to improve them; and
4. developed a genuine love for reading as lifelong source of pleasure and profit.

COURSE OUTLINE AND TIMEFRAME

Course Content/Subject Matter
Week 1-18
UNIT I: NATURE AND CONCEPTS ABOUT READING
A. Reading as a Neuro-physiological process
1. General principles of Human Information Processing.
2. Eye Movements and Directionality
B. Reading as a language process
1. Components of language
2. Theories of language acquisition
3. Oral language and literacy development
C. Reading as a Cognitive Process
1. Concept development and Reading
D. Reading as a Psychosocial process
1. Personality Theories and Reading
2. Social-emotional problems and Reading
E. Reading as a developmental Process
1. Fries Stages of Reading
2. Challs Stages of Reading
F. Reading as Skill/Skills
1. Global reading skills and subskills
2. Integration: the Key process

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UNIT II: FACTORS THAT AFFECT READING

I.
INTRINSIC FACTORS
A. Physical/ Physiological
1. Visual Adequacies
2. Hearing Adequacies
3. Perceptual Factors
B. Psychological
1. Learning styles
2. Multiple Intelligences
C. Emotional
1. Self Concept and Motivation Theories
2. Reading Interests
II.

Extrinsic Factors
A. Social/ Environmental
1. The Family and Peers
2. The Reading Teacher a scholar and romanticist
3. The Text-organization and structure

UNIT III- WORD RECOGNITION AND MEANING VOCABULARY

A. Three Areas of Word Study
1. Word Knowledge, Recognition and Analysis
B. Vocabulary techniques
1. Picture Clues
2. Configuration
3. Context Clues
4. Structural analysis
5. Word Association
6. Word Builders clusters, clines, etc.
7. use of idioms and figures of speech
UNIT IV: DEVELOPING COMPREHENSION SKILLS
A. Comprehension Skills and Dimensions
1. Literal Level
1.1. Noting details
1.2. Sequencing events
1.3. Associating quotations with speakers, etc.
2. Interpretive Level
2.1. Getting the main idea

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2.2. Making inferences

2.3. Predicting outcomes
2.4. Identifying cause-effect relationship
2.5. drawing conclusions and generalizations
2.6. Summarizing, etc.
3. Critical level
3.1. Evaluating authors style and purpose
3.2. Distinguishing facts from opinions, etc.
4. Integrative level
4.1. relating previous ideas with new ones
4.2. Associating reading with self and life
5. Creative level
5.1. Illustrating ideas and events
5.2. Making new sequels of a story, etc.
UNIT V- Study Skills and Aesthetic Reading
A. Skills in Organizing Information
1. Skimming / Scanning
2. Note taking, outlining
3. Summarizing
B. Efferent Reading via Informational materials
1. Reference books
2. Non-book materials-pamphlets, clippings, EMC materials
2.1.
graphics maps, graphs, charts
C. Tales, modern short stories, plays, book/movie tie-ins, essays, poetry.
SAMPLE LEARNING PLAN
Desired Learning Outcomes
(DLO)
At the end of the unit, the
students must have:
1. explained the nature and
concepts about reading as:
- A neuro- physiological process
- A language process
- A cognitive process
- A psycho-social process

Course Content/
Subject Matter
Unit 1: Nature and Concepts about
Reading
A. Reading as a Neuro-physiological
process
1. General principles of Human
Information Processing.
2. Eye Movements and
Directionality

Textbooks/
References
Hermosa, N. (2002).
The Psychology of
Reading. Philippines:
UP Open University

Teaching and Learning

Activities (TLAs)
Question-generation
strategies
Reciprocal teaching
Brainstorming
Facilitation of assigned
topics

Assessment Task
(ATs)
Written Quizzes

Resource
Materials
OHP

Oral recitation

Laptop

Group presentation
of outputs

LCD Projector

Making a Flowchart

Time
Table
12 hours

Illustrations

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Desired Learning Outcomes

(DLO)
- A developmental process
- A skill
2. identified specific classroom
scenarios to illustrate correct
interpretation of the nature of and
concepts about reading
3. identified and mapped out the
skills and characteristics of a
reader at each developmental
reading stage
4. constructed sample activities/
exercises to develop global
reading skills of:
- word recognition
- comprehension
- study skills
At the end of the unit, the
students must have:
1. identified and distinguished the
intrinsic and extrinsic factors
affecting acquisition of reading
skills
2. cited and demonstrated
specific examples on how these
varied factors affect the
acquisition of reading skills
3. designed a matrix of the
Profile of an ideal Reading
Teacher

Course Content/
Subject Matter
B. Reading as a language process
1. Components of language
2. Theories of language acquisition
3. Oral language and literacy
development

Textbooks/
References

Teaching and Learning

Activities (TLAs)

Assessment Task
(ATs)
of reading skills
sample activities/
exercises produced

Resource
Materials
Flowchart of
reading skills

Time
Table

12 hours

C. Reading as a Cognitive Process

1. Concept development and Reading
D. Reading as a Psychosocial process
1. Personality Theories and Reading
2. Social-emotional problems and
Reading
E. Reading as a developmental Process
1. Fries Stages of Reading
2. Challs Stages of Reading
F. Reading as Skill/Skills
1. Global reading skills and subskills
2. Integration: the Key process
Unit 2: Factors that Affect Reading
I. Intrinsic Factors
A. Physical/ Physiological
1. Visual Adequacies
2. Hearing
Adequacies
3. Perceptual Factors
B. Psychological
1. Learning styles
2. Multiple
Intelligences
C. Emotional
1. Self Concept and Motivation Theories
2. Reading Interests

Harris and Sipay

(1985). How to
Increase Reading
Ability
Hermosa, N. (2002).
The Psychology of
Reading. Philippines:
UP Open University

Brainstorming

Written Quizzes

Projectors

Panel Discussion

Facilitation of
assigned topics

Charts

Reciprocal teaching
Role Playing/ talk show
Designing a matrix of the
Profile of an ideal
Reading Teacher
Sharing of Research
studies retrieved from
journals

Group reports
A Matrix of the
Profile of an ideal
Reading Teacher
Reaction Paper
Story
grammar/expository
texts analyses

Manila
paper/cartolina
marking pens
short narratives
for story grammar
analysis
expository texts

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Desired Learning Outcomes

(DLO)

Course Content/
Subject Matter
II. Extrinsic Factors
A. Social/ Environmental
1. The Family and Peers
2. The Reading Teacher-a scholar and
romanticist
3. The Text-organization and structure

Textbooks/
References

Teaching and Learning

Activities (TLAs)
Analyzing narrative and
expository texts

Assessment Task
(ATs)

Resource
Materials

Time
Table

Unit 3: Word Recognition and Meaning

Vocabulary
A. Three Areas of Word Study
1. Word Knowledge, Recognition and
Analysis
B. Vocabulary techniques
1. Picture Clues
2. Configuration
3. Context Clues
4. Structural analysis
5. Word Association
6. Word Builders clusters, clines,
etc.
7. use of idioms and figures of speech

Bernardo, A. (2009).
Developmental
Reading 1

Listing of skills

Written Quizzes

9 hours

Small group discussion

Samples of activities

Milan, D. (1995).
Developing Reading
Skills

Mini-workshop on
creating
activities/exercises for
word
recognition/vocabulary

Hand-outs on
word
recognition/vocab
ulary techniques

At the end of the unit, the

students must have:

Unit 4: Developing Comprehension

Skills

Bernardo, A. (2009).
Developmental
Reading 1

Buzz sessions

Written quizzes

12 hours

Micro teaching

1. discussed the nature of the

comprehension process

A. Comprehension Skills and

Dimensions
1. Literal Level
1.1 Noting details
1.2 Sequencing events
1.3 Associating quotations with speakers,

Milan, D. (1995).
Developing Reading
Skills

Mini-workshops on
formulating
comprehension
questions in the different
dimensions

Facilitation of
assigned topics

Samples of
passages for
comprehension
with questions in
the different
levels

3. shared research
studies focusing on
the effects of these
factors on reading
performance
At the end of the unit, the
students must have:
1. recognized and employed
word recognition/ vocabulary
techniques
2. created activities/exercises for
the development of word
recognition skills

2. developed their
comprehension skills in the five
(5) dimensions

Romero, A. & Romero,

R. (2005).
Developmental
Reading. Manila: Rex
Bookstore

Compilation of
Activities

Presentation of outputs

Villamin, A. (1984).
Innovative Strategies
in Teaching Reading.
Quezon City: Phoenix
Publishing House, Inc.

Romero, A. & Romero,

Making a checklist
of comprehension
skills

Storybooks

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Desired Learning Outcomes

(DLO)
3. categorized specific skills
belonging to the five(5) levels of
comprehension
4. formulated questions for the
development of comprehension
skills in the different levels

At the end of the unit, the

students must have:
1. recognized the different skills
in organizing information
2. utilized the different resources
in searching for information
3. chosen appropriate materials
for pleasure reading
4. showcased creative
interpretations of literary
materials read

Course Content/
Subject Matter
etc.
2. Interpretive Level
2.1 Getting the main idea
2.2 Making inferences
2.3 Predicting outcomes
2.4 Identifying cause-effect relationship
2.5 drawing conclusions and generalizations
2.6 summarizing,
Etc.
3. Critical level
3.1 Evaluating authors style and purpose
3.2 distinguishing facts from opinions, etc.
4. Integrative level
4.1 relating previous ideas with new ones
4.2 Associating reading with self and life
5. Creative level
5.1 Illustrating ideas and events
5.2 making new sequels of a story, etc.

Textbooks/
References
R. (2005).
Developmental
Reading. Manila: Rex
Bookstore

Unit 5: Study Skills and Aesthetic

Reading
A. Skills in Organizing Information
1. Skimming / Scanning
2. Note taking, outlining
3. Summarizing
B. Efferent Reading via Informational
materials
1. Reference books
2. Non-book materials-pamphlets, clippings,
EMC materials
2.1 graphics maps, graphs, charts
C. Tales, modern short stories, plays,
book/movie tie-ins, essays, poetry.

Bernardo, A. (2009).
Developmental
Reading 1

Teaching and Learning

Activities (TLAs)

Assessment Task
(ATs)

Resource
Materials
OHP

Time
Table

LCD projector
laptop

Villamin, A. (1984).
Innovative Strategies
in Teaching Reading.
Quezon City: Phoenix
Publishing House, Inc.

Romero, A. & Romero,

R. (2005).
Developmental
Reading. Manila: Rex
Bookstore
Villamin, A. (1984).
Innovative Strategies
in Teaching Reading.
Quezon City: Phoenix
Publishing House, Inc.

Visiting to resource
centers
Story sharing activities

Written Quizzes
Reaction
Paper

Free reading activities

Live performance in
Funtasia

Film Viewing

Book/movie review

Reference
Materials
(Encyclopedia
Dictionary
Magazines
Newspapers
Atlas
Almanac)

9 hours

Non-book
materials (EMC
materials
Pamphlets, etc.)
Graphic materials
(maps, graphs,
etc.)

15 | P a g e

Desired Learning Outcomes

(DLO)

Course Content/
Subject Matter

Textbooks/
References

Teaching and Learning

Activities (TLAs)

Assessment Task
(ATs)

Resource
Materials

Time
Table

Storybooks
Suggested Readings and
References
Course Requirements
Grading System
Quizzes
Long Exam
Outputs
Participation
TOTAL

Midterm
35%
45%
20%
100%

Finals
30%
40%
20%
10%
100%

Classroom Policies
Course Name
Course Credits
Course Description
Contact Hours/week
Prerequisite
Course Objectives

SAMPLE COURSE SYLLABUS

General and Inorganic Chemistry (Lecture and Laboratory)
3 units lecture and 5.4 units laboratory
The course introduces the students to the nature, theories and scope of the reading process to enhance their reading proficiency, hone critical,
creative and metacognitive reading skills as a tool for learning;
3 hours
None
At the end of the semester, the students must have:
1. understand the concepts, principles and theories in chemistry that are applicable to their daily lives and chosen career.
2. realized the importance and relevance of chemical education in meeting the technological needs of the country;
3. acquired problem solving, critical thinking, and manipulative skills in learning;
4. developed a sense of value which characterizes a responsible citizen of the community and the country.

COURSE OUTLINE AND TIMEFRAME

Week 1-18

Course Content/Subject Matter

I. Introduction to Chemistry: Matter and Measurement
Chemistry as a Quantitative Science
- Development of Modern Chemistry
- The Scientific Method
Units of Measurement
- Measurement and Significant Figures

16 | P a g e

- SI and Derived Units

Matter
- Classification
- Properties and Changes Involving Matter
Value Focus:
D. Critical thinking, Patience, Accuracy, Orderliness
II. Atomic Structure and the Periodic Table
Structure of an Atom
Atomic and Mass Number
Isotopes &Atomic Masses
The Periodic Law and the Periodic Table
Quantum Mechanical Model of the Atom
Electron Configurations and the Periodic Table
Periodic Trends and Properties
- Sizes of Atoms and Ions
- Ionization Energy
- Electron Affinities
- Metals, Nonmetals, Metalloids
Value Focus:
Critical thinking, Sense of Belonging; Fairness
III. Chemical Bonding and Nomenclature
Lewis Electron Dot Diagrams
The Octet Rule & the Rules on Oxidation Numbers
Chemical Bonds
- The Ionic Bond
Polyatomic Ions
- The Covalent Bond
Molecular Geometry
Chemical Nomenclature & Formulas
- Electronegativity
Polar & Nonpolar molecules
- Hydrogen Bond
Molecular Geometry
IV. Stoichiometry: Calculations with Chemical Formulas and Equations

17 | P a g e

Formula Mass
The Mole
Writing and Balancing Chemical equations
Reduction-Oxidation Reaction
Types of Chemical Reactions
Stoichiometry

Value Focus:
Critical thinking, patience, and accuracy
V. Gases, Liquids, and Solids
Kinetic Molecular Theory (KMT)
Properties and Behavior of Solids, Liquids and Gases
Gas Laws
Boyles Law
Charless Law
Combined Gas Law
Ideal Gas Law
Daltons Law of Partial Pressure
Grahams Law of Diffusion
VI. Solutions and Colloids
Characteristics and Types of Solutions
Solubility
Factors affecting solubility
Concentration of Solutions
% by Mass; Volume
Mole Fraction
Molarity
Normality
Colligative Properties of Solutions
Colloids
VII. Acids and Bases
Acid-base Theories
pH
Electrolytes and NonElectrolytes
Buffers

18 | P a g e

VIII. Chemical Kinetics and Equilibrium

Effective Collisions
Factors Affecting Rate
Le Chateliers Principle
IX. Nuclear Chemistry
Nuclear Radiation
Radioactivity
Types of Radiation
Detection of Radiation
Activity and Half-life
Nuclear Equations
Nuclear Stability
Natural and Radioactive Decay
The Radioactive Elements and their Uses
SAMPLE LEARNING PLAN
DESIRED LEARNING
COURSE CONTENT/ SUBJECT
OUTCOMES (DLO)
MATTER
At the end of the unit,
the student must have:
a) Traced back the
history of Chemistry
and confirmed its
usefulness in life.

b) Solved problems

using the scientific

method, expressing
answers with the
correct number of
significant figures
c) Gained confidence
to convert units of

I. Introduction to Chemistry:
Matter and Measurement
Chemistry as a Quantitative
Science
- Development of Modern
Chemistry
- The Scientific Method
Units of Measurement
- Measurement and
Significant Figures
- SI and Derived Units
Matter
- Classification
- Properties and Changes

TEXTBOOKS/
REFERENCES

Stoker, S.H.

(2010). Exploring
General, organic,
and Biological
chemistry.
Philippines;
Cengage Learning
Asia Pte. Ltd.pp
17-36.
Bettelheim, F. A.
et. al. (2007).
Introduction to
General, Organic,
and Biochemistry.
8th ed. Singapore:

TEACHING AND LEARNING ACTIVITIES

(TLAs)
Lecture
Laboratory
Historical
Hands-on MindsApproach
on Laboratory
using timeline
Activities:
Independent e Measurem
study
ent
Lecture/
Common
Discussion
Laboratory
using
Operations
electronic
Kinds of
module or
matter and
power point
their properties
presentation
Classes of
Analyzing the
Compounds:
Periodic Table
Acids, bases &
of
Salts

ASSESSMENT TASK (ATs)

Lecture

RESOURCE
MATERIAL

Laboratory
3 hours

Quiz

Quiz

Textbooks

Graded

Identifyin

Power point

Assignm
ent

Marked

Seatwor
k

TIME
TABLE

g
Common
Laborator
y
Equipme
nt/
Apparatu
s

Practical

Test on
Common

Presentatio
n

Multi
Media
System

Activity
Sheets/La
b. Manual

19 | P a g e

DESIRED LEARNING
OUTCOMES (DLO)
quantity of matter
d) Described the basic
properties and
changes of the 3
states of matter as a
result of their
structure

COURSE CONTENT/ SUBJECT

MATTER
Involving Matter
Value Focus:
Critical thinking, Patience,
Accuracy, Orderliness

e*)measure physical
quantities
with accuracy and
precision
f*)identified laboratory
apparatus and used them
properly and accordingly
g*)performed properly
necessary laboratory
operations
At the end of the unit,
the student must have:
a) Described the
structure of the
different models of
an atom
b) Differentiated atomic
from mass number
and solved problems
in relation to this.
c) Defined and
compared isotopes
and determined
atomic masses of
isotopes of elements
d) Written the set of
quantum numbers of

II. Atomic Structure

and the Periodic Table
Structure of an Atom
Atomic and Mass
Number
Isotopes &Atomic Masses
The Periodic Law and the
Periodic Table
Quantum Mechanical Model
of the Atom
Electron Configurations and
the Periodic Table
Periodic Trends and
Properties
- Sizes of Atoms and Ions
- Ionization Energy

TEXTBOOKS/
REFERENCES
Thomson
Learning Asia. pp
1 -19
Brown, T. L. et. Al.
(2003). Chemistry
the Central
Science. 9th ed.
Singapore:
Pearson
Education Asia
Pte. Ltd. pp 2 -26
Monroy, A. E. M.
Laboratory
Activities in
General and
Inorganic
Chemistry.
WVSU. pp 3 - 22

Stoker, S.H.

(2010). Exploring
General, organic,
and Biological
chemistry.
Philippines;
Cengage Learning
Asia Pte. Ltd. pp
17-36.
Bettelheim, F. A.
et. al. (2007).
Introduction to
General, Organic,
and Biochemistry.
8th ed. Singapore:
Thomson
Learning Asia. pp

TEACHING AND LEARNING ACTIVITIES

(TLAs)
Lecture
Laboratory
Elements
Physical
and Chemical
changes
Law of
Conservation
of Mass
Law of
Definite
Proportion

ASSESSMENT TASK (ATs)

Lecture

Demonstration
Board

work/Giving
Exercises

Writing
Quantum
Numbers

Equipment

Chemicals

Marked

Written
Reports

discussion based
on the laboratory
results

Activities:

Laboratory

on of
group/
individual
work

Synthesis of

Individual

TIME
TABLE

Observati

Lecture/Discussio

Lecturette

Laboratory
Laborator
y
Procedur
es

RESOURCE
MATERIAL

Quiz

Worksheets 3 hours
on the
activities
Periodic
Table of
Elements

Electron
Configuration

20 | P a g e

DESIRED LEARNING
OUTCOMES (DLO)
electrons in an atom
e) Written the electron
configuration of an
element and related
it to its properties
and position in the
periodic table
f) Explained the
periodic trends and
properties of
elements and why
they react.

At the end of the

Module, the student
must have:
a) Determined the
oxidation number of
an element in a
compound
b) Written the electrondot representation of
ion/atom/compound
and determine its
geometry
c) Identified the bond
that connects
atoms/ions in a
compound as well as
the bonds
characteristics
d) Named and have
written formula of

COURSE CONTENT/ SUBJECT

MATTER

- Electron Affinities
- Metals, Nonmetals,
Metalloids

Value Focus:
Critical thinking, Sense of
Belonging; Fairness

III. Chemical Bonding and

Nomenclature

TEXTBOOKS/
REFERENCES

TEACHING AND LEARNING ACTIVITIES

(TLAs)
Lecture
Laboratory

ASSESSMENT TASK (ATs)

Lecturette/

Quiz

Lecture

RESOURCE
MATERIAL

TIME
TABLE

Laboratory

29 -59
Brown, T. L. et. al.
(2003). Chemistry
the Central
Science. 9th ed.
Singapore:
Pearson
Education Asia
Pte. Ltd. pp 200 225
http://www.chem.
wisc.edu/areas/clc
(retrieved July 19,
2014)

Stoker, S.H.

(2010). Exploring
General, organic,
Lewis Electron Dot Diagrams
and Biological
chemistry.
The Octet Rule & the Rules on
Philippines;
Oxidation Numbers
Cengage Learning
Chemical Bonds
Asia Pte. Ltd.
- The Ionic Bond
pp119 - 186.
Polyatomic Ions
Bettelheim, F. A.
- The Covalent Bond
et. al. (2007).
Molecular Geometry
Introduction to
Chemical
General, Organic,
Nomenclature &
and Biochemistry.
Formulas
8th ed. Singapore:
- Electronegativity
Thomson
Polar & Nonpolar
Learning Asia. pp
molecules
93 -111
- Hydrogen Bond
Brown, T. L. et. al.
Molecular Geometry
(2003). Chemistry

Class Discussion
Accomplishing
Tasks:
Exercise on
writing the
electron dot
structure of
some
elements

Determining
the type of
bond in a
given
compound

Writing &

determining
molecular

Hands-on

Laboratory
Activities:

Preparation
of
O2/Determinati
on of
Percentage of
O2 in
Potassium
Chlorate &
Water in a
Hydrate

Quiz

PowerPoint

6 hours

presentatio
n
Multimedia
System

Laboratory

Equipment

Chemicals
Activity
sheets

Determinati
on of the
Formula of a
Hydrate

21 | P a g e

DESIRED LEARNING
OUTCOMES (DLO)
compounds

At the end of the

Module, the student
must have:
a)Solved formula mass of
a substance.
b) Defined mole as a
quantity
c)Solved mole
conversion problems
using the factor label
method
d)Balanced molecular
and ionic chemical
equations using
inspection method
e)Identified redox
reactions and
balanced them
f)Determined the type of
chemical reaction
being represented
by a given chemical
equation
g)Solved stoichiometric
problems
h)Identified the limiting
and

COURSE CONTENT/ SUBJECT

MATTER

TEXTBOOKS/
REFERENCES
the Central
Science. 9th ed.
Singapore:
Pearson
Education Asia
Pte. Ltd. pp 276 328

TEACHING AND LEARNING ACTIVITIES

(TLAs)
Lecture
Laboratory
geometry of
some
compounds

IV. Stoichiometry: Calculations Stoker, S.H.

Lecturette/
with Chemical Formulas and
(2010). Exploring
Class Discussion
Equations
General, organic, Seatwork and
Formula Mass
and Biological
boardwalk
chemistry.
Accomplishing
Philippines;
Tasks: Exercises
The Mole
Cengage Learning
on
Writing and Balancing
Asia Pte. Ltd.
Solving
Chemical equations
pp188-219.
formula mass
Reduction-Oxidation Reaction

Bettelheim,
F.
A.
Mole
Types of Chemical Reactions
et. al. (2007).
problems/
Stoichiometry
Introduction to
chemical
General, Organic,
calculations
Value Focus:
and
Biochemistry.

Writing and
Critical thinking, patience, and
th ed. Singapore:
8
balancing
accuracy
Thomson
chemical
Learning Asia. pp
equations
129 -148
Calculations
Brown, T. L. et. al.
based on
(2003). Chemistry
chemical
the Central
equations
Science. 9th ed.
Singapore:
Abstraction
Pearson
and Analysis
Education Asia
after each task
Pte. Ltd. pp 76
109

Hands-on

Laboratory
Group Activity:
Determination
of the
Percentage of
Oxygen in
Potassium
Chlorate

Determination

of the Formula
of a
Hydrate/The
Percentage of
Water of
Hydration in a
Hydrate

ASSESSMENT TASK (ATs)

Lecture

Quiz
Problem
Set

RESOURCE
MATERIAL

TIME
TABLE

Laboratory

Quiz
Written

report of
laboratory
results
Observatio
n of
group/indiv
idual work

PowerPoint

9 hours

presentatio
n
Multimedia
System

Laboratory

Equipment,
Manual

Chemicals
Periodic

Table of
Elements

An

Investigation:
Reacting
Volumes of two
solutions of
known
concentrations

22 | P a g e

DESIRED LEARNING
OUTCOMES (DLO)

COURSE CONTENT/ SUBJECT

MATTER

excess reagents in a
reaction and
determine the actual
and theoretical
yields.

TEXTBOOKS/
REFERENCES

TEACHING AND LEARNING ACTIVITIES

(TLAs)
Lecture
Laboratory

ASSESSMENT TASK (ATs)

Lecture

RESOURCE
MATERIAL

TIME
TABLE

Laboratory

Monroy, A. E. M.
Laboratory
Activities in
General and
Inorganic
Chemistry.
WVSU. pp.28
31; 44 47

MIDTERM EXAMINATION
At the end of the
Module, the student
must have:
a) Stated and
discussed the
postulates of the
Kinetic Molecular
Theory
b) Used the KMT in
describing the
behavior and
properties of solids,
liquids, and gases
c) Stated the different
gas laws and solved
problems applying
the gas laws on
everyday
experiences and
observations

V. Gases, Liquids, and Solids

Kinetic Molecular Theory

(KMT)

Properties and Behavior of

Solids, Liquids and Gases

Gas Laws
Boyles Law
Charless Law
Combined Gas Law
Ideal Gas Law
Daltons Law of Partial
Pressure
Grahams Law of
Diffusion

Stoker, S.H.

Lecture/Discussi

(2010). Exploring
on using CAI
General, organic, Problem Solving
and Biological
Approach
chemistry.
Accomplishing
Philippines;
Tasks:
Cengage Learning
Problem Set
Asia Pte. Ltd. pp
on Gas Laws
221 -258
Bettelheim, F. A.
et. al. (2007).
Introduction to
General, Organic,
and Biochemistry.
8th ed. Singapore:
Thomson
Learning Asia. pp
160 170; 182188
Brown, T. L. et. al.
(2003). Chemistry
the Central
Science. 9th ed.

Laboratory

Group Activity:

Grahams Law
of Diffusion

Problems on
Gas Laws

Quiz
Problem
Set

Graded

Recitatio
n/
Problem
Solving

Quiz
Written

report of
laboratory
results
Problem
Set
(Individual
output)

Power point 9 hrs

presentatio
n
Multimedia
System

Laboratory

Equipment,
Manual,
and
chemicals

23 | P a g e

DESIRED LEARNING
OUTCOMES (DLO)

COURSE CONTENT/ SUBJECT

MATTER

TEXTBOOKS/
REFERENCES

TEACHING AND LEARNING ACTIVITIES

(TLAs)
Lecture
Laboratory

ASSESSMENT TASK (ATs)

Lecture

RESOURCE
MATERIAL

TIME
TABLE

Laboratory

Singapore:
Pearson
Education Asia
Pte. Ltd. pp 366 392
Committee on
General
Chemistry.
(1986)Laboratory
Manual and
Workbook for
General
Chemistry. Rev.
Ed. Part I.
Quezon City: KEN
Incorporated. pp.
47 -49
At the end of the
Module, the student
must have:
a) Described the
characteristics and
types of solutions
and gave examples
of each type
b) Distinguished the
different factors and
explained their
effects on the
degree and rate of
solubility
c) Expressed the
concentration of
solutions

VI. Solutions and Colloids

Characteristics and Types of

Solutions
Solubility
Factors affecting solubility
Concentration of Solutions

% by Mass; Volume

Mole Fraction

Molarity

Normality
Colligative Properties of
Solutions
Colloids

Stoker, S.H.

Lecture/Discussi
(2010). Exploring
on
General, organic, Demonstration
and Biological
Lesson
chemistry.
Problem solving
Philippines;
Concentration
Cengage Learning
of Solution
Asia Pte. Ltd. pp
221 -258
Bettelheim, F. A.
et. al. (2007).
Introduction to
General, Organic,
and Biochemistry.
8th ed. Singapore:
Thomson
Learning Asia. pp

Practical Work
Approach
Act. 13:
Factors
Affecting
Solubility

Act. 14:Factors
Affecting Rate
of Solubility

Act. 16:

Colligative
Properties of
solutions
Act. 17:
Colloids and

Written
Quiz

Problem
Set

Graded

Recitatio
n/
Problem
Solving

Quiz
Written

report of
laboratory
results

Skill

Test/Practi
cal Test

Power point 12 hrs

presentatio
n
Multimedia
System

Laboratory

Equipment,
Manual,
and
chemicals

Periodic

Table of
Elements

24 | P a g e

DESIRED LEARNING
OUTCOMES (DLO)

COURSE CONTENT/ SUBJECT

MATTER

quantitatively
d) Discussed the
different colligative
properties of
solutions
e) Described the
properties of colloids
and their
environmental and
industrial importance

At the end of the

Module, the student
must have:
a) Defined and
differentiated acid
and base in terms of
the different acidbase theories
(Lewis, BronstedLowry; Arrhenius)
b) Used pH in
classifying solutions
used in daily
activities as acidic,
basic or neutral.

TEXTBOOKS/
REFERENCES
192 -218
Brown, T. L. et. al.
(2003). Chemistry
the Central
Science. 9th ed.
Singapore:
Pearson
Education Asia
Pte. Ltd. pp 484 514
Monroy, A. E. M.
Laboratory
Activities in
General and
Inorganic
Chemistry.
WVSU. pp.37
43; 48 56

VII. Acids and Bases

Acid-base Theories

pH

Electrolytes and NonElectrolytes

TEACHING AND LEARNING ACTIVITIES

(TLAs)
Lecture
Laboratory
Surface
Chemistry

ASSESSMENT TASK (ATs)

Lecture

RESOURCE
MATERIAL

TIME
TABLE

Laboratory

Stoker, S.H.

(2010). Exploring
General, organic, Lecture/Discussi
and Biological
on
chemistry.
Philippines;
Demonstration
Cengage Learning
Lesson
Asia Pte. Ltd. pp
338 - 387
Performing
Bettelheim, F. A.
Calculations
et. al. (2007).
(Seatwork and
Introduction to
Board work)
General, Organic,
and Biochemistry.
8th ed. Singapore:

PWA

Using local
indicator to
determine
acidity and
basicity of
common
materials

Quiz

Quiz

Graded

Written

Recitatio
n

Problem

s Set on
pH
Concept

laboratory
report
Skill Test

Power point 9 hrs

presentatio
n
Multimedia
System

Laboratory

Equipment,
Manual,
and
chemicals

Library
25 | P a g e

DESIRED LEARNING
OUTCOMES (DLO)
c) Differentiated
electrolytes from
non-electrolytes and
give their biological
importance.
d) Discussed buffers
and their
applications

COURSE CONTENT/ SUBJECT

MATTER

Buffers

At the end of the

VIII. Chemical Kinetics and
Module, the student
Equilibrium
must have:
Effective Collisions
a) Identified the
Factors Affecting Rate
requisites of
Le Chateliers Principle
effective collisions
b) Named the factors
that affect reaction
rates and explain the
effect of each.
c) Stated the Le
Chateliers Principle
d) Identified the stress
factors that may
disrupt equilibrium
e) Applied Le
Chateliers Principle
to predict how
equilibrium
conditions change
when a system is
disturbed

TEXTBOOKS/
REFERENCES

TEACHING AND LEARNING ACTIVITIES

(TLAs)
Lecture
Laboratory

ASSESSMENT TASK (ATs)

Lecture

Thomson
Learning Asia. pp
251 - 281
Brown, T. L. et. al.
(2003). Chemistry
the Central
Science. 9th ed.
Singapore:
Pearson
Education Asia
Pte. Ltd. pp 614
648

Stoker, S.H.

RESOURCE
MATERIAL

TIME
TABLE

Laboratory
Materials

Lecture/Discussi

(2010). Exploring
on
General, organic,
and Biological
Problem Based
chemistry.
Approach
Philippines;
applying LeCengage Learning
Chateliers
Asia Pte. Ltd. pp
Principle
312 - 337
Bettelheim, F. A.
et. al. (2007).
Introduction to
General, Organic,
and Biochemistry.
8th ed. Singapore:
Thomson
Learning Asia. pp
240 -246
Brown, T. L. et. al.
(2003). Chemistry
the Central
Science. 9th ed.

Quiz
Seatwor
k

Graded

Recitatio
n

6 hrs

Graded

Recitation

Problems

Set
applying
Le
Chateliers
principle

Problem

s Set
applying
Le
Chatelier
s
principle

26 | P a g e

DESIRED LEARNING
OUTCOMES (DLO)

COURSE CONTENT/ SUBJECT

MATTER

TEXTBOOKS/
REFERENCES

TEACHING AND LEARNING ACTIVITIES

(TLAs)
Lecture
Laboratory

ASSESSMENT TASK (ATs)

Lecture/Discussi

Quiz and

Lecture

RESOURCE
MATERIAL

TIME
TABLE

Laboratory

Singapore:
Pearson
Education Asia
Pte. Ltd. pp 525
532; 543 544;
594- 603
At the end of the
Module, the student
must have:
a) Defined radioactivity,
radioisotopes , and
half-life
b) Enumerated and
explained how
radiations are detected
c) Explained the
occurrence of
radioactivity
d) Described the different
types of radiation and
justified their emission.
e) Solved simple
problems involving
half-life of radioactive
materials
f) Written nuclear
reactions and predict
products of such
reactions
g) Differentiated fission
from fusion
h) Described the
characteristics of
radioactive elements

IX. Nuclear Chemistry

Nuclear Radiation
Radioactivity
Types of Radiation
Detection of Radiation
Activity and Half-life
Nuclear Equations
Nuclear Stability
Natural and
Radioactive Decay
The Radioactive
Elements and their
Uses

Stoker, S.H.

(2010). Exploring
General, organic,
and Biological
chemistry.
Philippines;
Cengage Learning
Asia Pte. Ltd. pp
388 - 423
Bettelheim, F. A.
et. al. (2007).
Introduction to
General, Organic,
and Biochemistry.
8th ed. Singapore:
Thomson
Learning Asia. pp
63 - 89
Brown, T. L. et. al.
(2003). Chemistry
the Central
Science. 9th ed.
Singapore:
Pearson
Education Asia
Pte. Ltd. pp 832 860

on

Computer-aided
instruction

Reporting
Seat-work on

balancing
nuclear reactions

Essay
writing

9 hrs

Graded

Recitation

Problems
Graded
Oral
Report

Movie

Set
applying
Le
Chateliers
principle

maker
presenta
tion

Research Work

on Radioactivity
and their uses

27 | P a g e

DESIRED LEARNING
OUTCOMES (DLO)

COURSE CONTENT/ SUBJECT

MATTER

TEXTBOOKS/
REFERENCES

TEACHING AND LEARNING ACTIVITIES

(TLAs)
Lecture
Laboratory

ASSESSMENT TASK (ATs)

Lecture

RESOURCE
MATERIAL

TIME
TABLE

Laboratory

and give their uses

based on their
characteristics or
properties
FINAL EXAMINATION

Sample Grading
System

Quizzes
Long Exam
Outputs
Participation
TOTAL

Midterm
35%
45%
20%
100%

Finals
30%
40%
20%
10%
100%

28 | P a g e