1. Quarter 3 – Chemical Reactions
Stage 1 : Results / Outcomes Stage 2 : Assessment
Standard Essential Product / Level of Understanding Level of
Content Performance Understanding Question Performance Performance
The learner Learners, Understanding Why is Photo EXPLANATION Performance
demonstrates individually or chemical understandi documentatio assessment on
understanding of in groups, reactions will help ng of n and Demonstrate how new photo
the key concepts analyzes the form new chemical preparation of product/s are formed during documentation
on chemical effects of substances that reactions products from chemical reactions. and
reactions and its chemical may have useful important? chemical preparation of
implication to life reactions on and harmful reactions that Criteria : products from
and the life and the effects to life and affects life 1. Thorough chemical
environment. environment the environment. and the ( explaining how atoms of reactions
through photo environment. the reactants rearrange to based on the
1. Chemical Equations documentatio form new products.) following
• Formation of
compounds n and criteria: :
• Writing chemical preparation of 2. Clear 1. Content
formulas and products. (expre4ssing how the •
chemical
equations properties of reactants differ orrectnes
from the properties of s
• Writing and products)
balancing of
•
chemical nsightful
equations 3. Justified • quantity
2. Types of chemical
( substantiating chemical 2. Creativity
reactions equations with the Law of •
• Combination Conservation of Mass ) esthetic
reaction
• Decomposition quality
reaction •
• Single INTERPRETATION isual
replacement
• Double appeal
replacement Evaluate how some chemical 3.Presentation
2. reactions pose useful or •
3. Chemical
measurements . harmful effects to life and the rganizatio
• Law of environment. n
Conservation of
Mass
•
• Mole . Criteria : reservatio
• Volume 1. Meaningful n
• No. of particles, ( giving importance to the
4. Factors affecting rate useful and harmful effects of
of reactions chemical reactions to life and
the environment)
•
ature of
reactants 2. Illustrative
•
oncentration
( discussing clearly how
• some reactions may cause
emperature harmful effects to life and the
•
article size
environment)
•
atalyst/ APPLICATIONS
Inhibitor
• . Use knowledge of chemical
ressure
reactions in situations and
issues students are dealing
with.
Criteria :
1. Appropriate
(citing significance of
chemical reactions to one’s
life )
2. Practical
. (suggesting how knowledge
of useful and harmful
chemical reactions can be
easily applied to daily life)
3. 3. Effective
( achieving the desired
performance / product)
PERSPECTIVE
Bring out different points of
view regarding the effects of
chemical reactions to life and
environment.
Criteria :
1. Insightful
(developing one’s point of
view considering the best
strategy or approach in
achieving the expected
performance / product)
2. Credible
(Citing authoritative sources
of information in selecting
strategy.)
3. Reflective of critical thinking
(combining research,
knowledge of historical context
and balanced judgement to
choose the best strategy or
approach based on objectivity
and discretion to disregard
personal biases )
EMPATHY
Relate the importance of
chemical reactions to life and
4. environment and make them
beneficial to others.
Criteria :
1. Perceptive
(recognizing the task of
initiating community
management activities that
contribute to understanding
of the benefits and harm of
some chemical reactions )
2. Receptive
( accepting the task readily /
willingly )
3. Responsive
(initiating community
management activities )
SELF-KNOWLEDGE
Recognize one’s limits in
understanding the benefits and
harm of some chemical
reactions.
Criteria:
1. Reflective
( becoming aware of one’s
contribution in promoting
useful reactions and
catalyzing harmful chemical
reactions both to life and
5. environment )
2. Responsive
( reacting positively as a
result or redirecting /
changing one’s thought or
view )
