534

3. Engages in moderate to vigorous Weeks 1 to 10 PEH12FH-IIa-t-8

physical activities (MVPAs) for at
least 60 minutes most days of the
week in a variety of settings in- and
out-of school
4. Analyzes physiological indicators Weeks 1 to 10 PEH12FH-IIk-t-9
such as heart rate, rate of perceived
exertion and pacing associated with
MVPAs to monitor and/or adjust
participation or effort
5. Observes personal safety protocol Weeks 1 to 10 PEH12FH-IIk-t-10
to avoid dehydration, overexertion,
hypo- and hyperthermia during
MVPA participation
6. Demonstrates proper etiquette and Weeks 1 to 10 PEH12FH-IIa-t-12
safety in the use of facilities and
equipment
7. Participates in an organized event Weeks 1 to 10 PEH12FH-IIk-o-13
that addresses health/fitness issues
and concerns
8. Organizes fitness event for a target Weeks 1 to 10 PEH12FH-IIo-t-17
health issue or concern

Grade Level : Grade 11/12

Subjects : PHYSICAL SCIENCE

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration Code
The learners The learners should be
demonstrate able to...
understanding of...
1st 1. the formation of the make a creative Give evidence for and describe the Week 1
elements during the Big representation of the formation of heavier elements during star
historical development of formation and evolution
 535

Bang and during stellar the atom or the chemical Week 1 S11/12PS-IIIb-11
evolution element in a timeline
2. the distribution of the Explain how the concept of atomic number
chemical elements and led to the synthesis of new elements in the
the isotopes in the laboratory
universe

1. how the uses of Determine if a molecule is polar or non- Week 2 S11/12PS-IIIc-15

different materials are polar given its structure
related to their Relate the polarity of a molecule to its Week 2 S11/12PS-IIIc-16
properties and properties
structures Describe the general types of intermolecular Week 3 S11/12PS-IIIc-d-17
2. the relationship forces
between the function Explain the effect of intermolecular forces Week 3 S11/12PS-IIId-e-19
and structure of on the properties of substances
biological Explain how the structures of biological Week 4 S11/12PS-IIIe-22
macromolecules macromolecules such as carbohydrates,
lipids, nucleic acid, and proteins determine
their properties and functions
1. the following aspects make either a poster, a Use simple collision theory to explain the Week 5 S11/12PS-IIIf-23
of chemical changes: flyer, or a brochure on a effects of concentration, temperature, and
a. how fast a reaction product(such as fuels, particle size on the rate of reaction
takes place household, or personal Define catalyst and describe how it affects Week 5 S11/12PS-IIIf-24
b. how much reactants care products) indicating reaction rate
are needed and how its uses, properties, Determine the limiting reactant in a Week 6 S11/12PS-IIIh-27
much products are mode of action, and reaction and calculate the amount of
formed in a reaction precautions product formed
c. how much energy is Describe how energy is harnessed from Week 7 S11/12PS-IIIi-29
involved in a reaction different sources:
2. how energy is A. Fossil fuels
harnessed B. Biogas
C. Geothermal
D. Hydrothermal
E. Batteries
F. Solar cells
 536

G. Biomass
The properties and From product labels, identify the active Week 8 S11/12PS-IIIi-j-31
mode of action of the ingredient(s) of cleaning products used at
following consumer home
products: Week 8 S11/12PS-IIIi-j-32
a. cleaning materials Give the use of the other ingredients in
b. cosmetics cleaning agents

2nd 1. Greek views of Explain how the Greeks knew that the Week 1 S11/12PS-IVa-38
matter, motion, and the Earth is spherical
universe Cite examples of astronomical phenomena Week 1 S11/12PS-IVa-4
2. competing known to astronomers before the advent
models of the universe of telescopes
by Eudoxus, Aristotle, Week 1 S11/12PS-IVb-44
Aristarchus, Ptolemy,
3. Copernicus,
extensive collection of data in
Brahe, and Kepler
observational astronomy paved the way
4. evidence that
for
the Earth is not the
planetary motion
center of the universe

1. Aristotelian vs. Compare and contrast the Aristotelian and Week 2 S11/12PS-IVc-46
Galilean views of Galilean conceptions of vertical motion,
motion horizontal motion, and projectile motion.
2. how Galileo used his
discoveries in
mechanics (and explain how Galileo inferred that objects Week 2 S11/12PS-IVc-47
astronomy) to in vacuum fall with uniform acceleration,
address scientific and that force is not necessary to sustain
objections to the horizontal motion
Copernican model
 537

3. mass, momentum, Week 2 S11/12PS-IVd-51

Explain the subtle distinction between
and energy
conservation
not necessary to sustain horizontal motion
Light as a wave and a Design and create a Describe how the propagation of light, Week 3 S11/12PS-IVf-59
particle useful product for reflection, and refraction are explained by
practical purposes that the wave model and the particle model of
uses mirrors and lenses light
Explain how the photon concept and the Week 3 S11/12PS-IVf-61
fact that the energy of a photon is directly
proportional to its frequency can be used
to explain why red light is used in
photographic dark rooms, why we get
easily sunburned in ultraviolet light but
not in visible light, and how we see colors
Cite experimental evidence showing that Week 4 S11/12PS-IVg-64
electrons can behave like waves
Differentiate dispersion, scattering, Week 4 S11/12PS-IVh-65
interference, and diffraction
Explain various light phenomena such as: Week 5 S11/12PS-IVh-66
A. Your reflection on the concave and
convex sides of a spoon looks different
B. Mirages
C. Light from a red laser passes more easily
though red cellophane than green
cellophane
D. Clothing of certain colors appear
different in artificial light and in sunlight
E. Haloes, sundogs, primary rainbows,
secondary rainbows, and supernumerary
bows
F. Why clouds are usually white and
rainclouds dark
G. Why the sky is blue and sunsets are
reddish
 538

Describe how Hertz produced radio pulses Week 5 S11/12PS-IVi-68

1. Relativity and the Big Create a video Explain how special relativity resolved the Week 6 S11/12PS-IVi-j-69
Bang 2. Planets in and presentation that details conflict between Newtonian mechanics
beyond the Solar the impact of the Theory
System of Relativity to human Explain the consequences of the Week 6-7 S11/12PS-IVi-j-70
postulates of Special Relativity (e.g.,
relativity of simultaneity, time dilation,
length contraction, mass-energy
equivalence, and cosmic speed limit)
Explain the consequences of the Week 7 S11/12PS-IVi-j-71
postulates of General Relativity (e.g.,
correct predictions of shifts in the orbit of
Mercury, gravitational bending of light,
and black holes)
Explain how the speeds and distances of Week 8 S11/12PS-IVj-72
far-off objects are estimated (e.g., doppler
effect and cosmic distance ladder)
Explain how we know that we live in an Week 8 S11/12PS-IVj-73
expanding universe, which used to be hot
and is approximately 14billion years old

GRADE LEVEL: Grade 11/12

SUBJECT: Reading and Writing

Content Performance
Quarter Most Essential Learning Competencies Coding
Standards Standards
S2 Q3 The learner realizes The learner Compare and contrast patterns of written texts across
that information in critiques a chosen disciplines
a written text may sample of each Evaluate a written text based on its properties (organization,
be selected and pattern of coherence and cohesion, language use and mechanics)
organized to development Identify claims explicitly or implicitly made in a written text EN11/12RWS-IIIij-6;
achieve a particular focusing on a. Claim of fact EN11/12RWS-IIIij-6.1;
purpose. information b. Claim of policy EN11/12RWS-IIIij-6.2;
selection, c. Claim of value EN11/12RWS-IIIij-6.3