| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | |
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1 | SY 25-26 QUARTER 1 LEAST MASTERED COMPETENCIES | |||||||||||||||||||||||
2 | CONSOLIDATED RESPONSE | |||||||||||||||||||||||
3 | SUBJECT | GRADE LEVEL | RANK | COMPETENCIES | COMPETENCIES | COMPETENCIES | COMPETENCIES | COMPETENCIES | COMPETENCIES | COMPETENCIES | COMPETENCIES | COMPETENCIES | COMPETENCIES | COMPETENCIES | COMPETENCIES | COMPETENCIES | COMPETENCIES | COMPETENCIES | COMPETENCIES | COMPETENCIES | ||||
4 | ORAL COMMUNICATION (core) | 11 | 1 | EN 11/12OC-1fj-17: Distinguishes the types of speech style | Uses various strategies in order to avoidcommunication breakdown (EN11/12OC-Ia-6) | Explains the functions, nation and process of communication EN11/12OC-1a-2 | Identifies the various types of speech context | Differentiates the various models of communication (EN11/12OC-Ia-3) | Explain the functions, nature, and process of commmunication EN11/12OC-Ia-7 | 20. Engages in a communicative situation using acceptable, polite and meaning communication strategies. | Differentiates the various models of communication | Uses various strategies in order to avoid communication breakdown | Uses various strategies in order to avoid communication breakdown (EN11/12OC-Ia-6) | Differentiates the various models of communication (EN11/12OC-Ia-3) | Differentiate Types of Speech Context | Ascertains the verbal and nonverbal cues that each speaker uses to achieve his/her purpose.(EN11/12OC-Ibe-11) | Explains the functions, nature and process of communication (EN11/12OC-Ia-2) | Differentiates various models of communication | Differentiates the various models of communication (EN11/12OC-Ia-3) | Explains the functions, nature and process of communication (EN11/12OC-Ia-2) | ||||
5 | 2 | EN11/12OC-1a-2: Explains the nature and process of communication | Explains the functions, nature and process ofcommunication (EN11/12OC-Ia-2) | Differentiates the various models of communication EN11/12OC-1a-3 | Explains the functions, nature and process of communication | Uses various strategies in order to avoid communication breakdown (EN11/12OC-Ia-6) | Differentiate the various models of communication EN11/12OC-Ia-5 | 20. Engages in a communicative situation using acceptable, polite and meaning communication strategies. | Uses various strategies in order to avoid communication breakdown | Explains the functions, nature and process of communication | Explains the functions, nature and process of communication (EN11/12OC-Ia-2) | Distinguishes types of speeches and speech style (EN11/12OC-Ifj17) | Explain the importance of effective communication skills | Distinguishes types of speech style (EN11/12OC-Ifj-17) | Explains the functions, nature and process of communication (EN11/12OC-Ia-2) | Explains breakdown and barriers in communication | Differentiates the various models of communication (EN11/12OC-Ia-3) | Uses various strategies in order to avoid communication breakdown (EN11/12OC-Ia-6) | ||||||
6 | 3 | EN11/12OC-1be-8: Discusses the functions of communication | Uses various strategies in order to avoidcommunication breakdown (EN11/12OC-Ia-6) | Explains the functions, nation and process of communication EN11/12OC-1a-2 | Distinguishes types of speeches and speech style | Identifies the various types of speech context (EN11/12OC-Ifj-15) Distinguishes types of speeches and speech style (EN11/12OC-Ifj-17) | Uses various strategies in order to avoid communication breakdown EN11/12OC-Ia-13 | 13. Evaluates the effectiveness of an oral communication activity. | Identifies the various types of speech context | Differentiates the various models of communication | Uses various strategies in order to avoid communication breakdown (EN11/12OC-Ia-6) | Distinguishes types of speeches and speech style (EN11/12OC-Ifj17) | Practice effective interpersonal skills and intra personal skills. | Comprehends various kinds of oral texts.(EN11/12OC-Ibe-12) | Explains the functions, nature and process of communication (EN11/12OC-Ia-2) | Identifies and analyzes speech acts and their functions | Explains the functions, nature and process of communication (EN11/12OC-Ia-2) | Distinguishes types of speeches and speech style (EN11/12OC-Ifj-17) | ||||||
7 | 4 | EN11/12OC-1be-9: Identifies the speaker's purposes | Identifies the various types of speech context (EN11/12OC-Ifj-15) Distinguishes types of speeches and speech style (EN11/12OC-Ifj-17) | Differentiates the various models of communication EN11/12OC-1a-3 | Explains the functions, nature and process of communication | Explains the functions, nature and process of communication (EN11/12OC-Ia-2) | Differentiate the various models of communication EN11/12OC-Ia-3 | 13. Evaluates the effectiveness of an oral communication activity. | Explains the functions, nature and process of communication | Explains the functions, nature and process of communication | Explains the functions, nature and process of communication (EN11/12OC-Ia-2) | Distinguishes types of speeches and speech style (EN11/12OC-Ifj17) | Explains the functions, nature, and process of communication | Differentiates the various models of communication (EN11/12OC-Ia-3) | Differentiates the various models of communication (EN11/12OC-Ia-3) | Identifies and analyzes speech acts and their functions | Identifies the various types of speech context (EN11/12OC-Ifj-15) Distinguishes types of speeches and speech style (EN11/12OC-Ifj-17) | Distinguishes types of speeches and speech style (EN11/12OC-Ifj-17) | ||||||
8 | 5 | EN/12OC-1a-6: Uses various strategies to avoid communication breakdown | Uses various strategies in order to avoidcommunication breakdown (EN11/12OC-Ia-6) | Differentiates the various models of communication EN11/12OC-1a-3 | Explains the functions, nature and process of communication | Differentiates the various models of communication (EN11/12OC-Ia-3) | Differentiate the various models of communication EN11/12OC-Ia-6 | 22. Distinguishes types of speeches | Identifies the various types of speech context | Explains the functions, nature and process of communication | Differentiates the various models of communication (EN11/12OC-Ia-3) | Distinguishes types of speeches and speech style (EN11/12OC-Ifj17) | Differentiates the various models of communication | Identifies the various types of speech context (EN11/12OC-Ifj-15 ) | Uses various strategies in order to avoid communication breakdown (EN11/12OC-Ia-6) | Distinguishes types and features of speech styles | Identifies the various types of speech context (EN11/12OC-Ifj-15) Distinguishes types of speeches and speech style (EN11/12OC-Ifj-17) | Explains the functions, nature and process of communication (EN11/12OC-Ia-2) | ||||||
9 | KOMUNIKASYON AT PANANALIKSIK SA WIKA AT KULTURANG PILIPINO (core) | 11 | 1 | Nasusuri ang mga pananaw ng iba’t ibang awtor sa isinulat na kasaysayan ng wika F11PB – If – 95 | Nakapagbibigay ng opinyon o pananaw kaugnay sa mga napakinggang pagtalakay sa wikang pambansa (F11PN – If – 87) | Nakasusulat ng sanaysay na tumatalunton sa isang partikular na yugto ng kasaysayan ng Wikang Pambansa | Nasusuri ang mga pananaw ng iba’t ibang awtor sa isinulat na kasaysayan ng wika F11PB – If – 95 | Nagagamit ang angkop na mga salita at pangungusap upang mapag-ugnay-ugnay ang mga ideya sa isang sulatin F11WG – IIh – 89 | Naiuugnay ang mga konseptong pangwika sa mga napakinggan/napanood na sitwasyong pang komunikasyon sa radyo, talumpati, mga panayam at telebisyon | Natutukoy ang mga pinagdaanang pangyayari / kaganapan tungo sa pagkabuo at pag-unlad ng Wikang Pambansa (F11PS– Ig– 88) | Naipaliliwanag ang gamit ng wika sa lipunan sa pamamagitan ng mga pagbibigay halimbawa F11PS – Id – 88 | Natitiyak ang mga sanhi at bunga ng mga pangyayaring may kaugnayan sa pag-unlad ng Wikang Pambansa | Natutukoy ang mga pinagdaanang pangyayari / kaganapan tungo sa pagkabuo at pag-unlad ng Wikang Pambansa F11PS – Ig – 88 | Nakapagsasaliksik ng mga halimbawang sitwasyon na nagpapakita ng gamit ng wika sa lipunan F11EP – Ie – 31 | Naiuugnay ang mga konseptong pangwika sa sariling kaalaman, pananaw, at mga karanasan F11PD – Ib – 86 | Naipaliliwanag ang gamit ng wika sa lipunan sa pamamagitan ng mga pagbibigay halimbawa F11PS-Id-87 | Nasusuri ang mga pananaw ng iba’t ibang awtor sa isinulat na kasaysayan ng wika F11PB – If – 95 | Naiuugnay ang mga konseptong pangwika sa mga napakinggan/napanood na sitwasyong pang komunikasyon sa radyo, talumpati, mga panayam at telebisyon (Halimbawa: Tonight with Arnold Clavio, State of the Nation, Mareng Winnie,Word of the Lourd (http://lourddeveyra.blogspot.com) F11PN – Ia – 86 | Nasusuri ang mga pananaw ng iba’t ibang awtor sa isinulat na kasaysayan ng wika | Natutukoy ang mga kahulugan at kabuluhan ng mga konseptong pangwika F11PT – Ia – 85 | ||||
10 | 2 | Nakapagbibigay ng opinyon o pananaw kaugnay sa mga napakinggang pagtalakay sa wikang pambansa F11PN – If – 87 | Nasusuri ang mga pananaw ng iba’t ibang awtor sa isinulat na kasaysayan ng wika (F11PB – If – 95) | Nakapagsasaliksik ng mga halimbawang sitwasyon na nagpapakita ng gamit ng wika sa lipunan | Nakapagbibigay ng opinyon o pananaw kaugnay sa mga napakinggang pagtalakay sa wikang pambansa F11PN – If – 87 | Naiisa-isa ang mga hakbang sa pagbuo ng isang makabuluhang pananaliksik F11PU – IIg – 88 | Nahihinuha ang layunin ng isang kausap batay sa paggamit ng mga salita at paraan ng pagsasalita | Naipaliliwanag ang gamit ng wika sa lipunan sa pamamagitan ng mga pagbibigay halimbawa (F11PS – Id – 87) | Natutukoy ang mga pinagdaanang pangyayari / kaganapan tungo sa pagkabuo at pag-unlad ng Wikang Pambansa F11PS – Ig – 90 | Naiuugnay ang mga konseptong pangwika sa sariling kaalaman, pananaw, at mga karanasan | Natutukoy ang mga pinagdaanang pangyayari / kaganapan tungo sa pagkabuo at pag-unlad ng Wikang Pambansa F11PS – Ig – 88 | Nasusuri ang mga pananaw ng iba’t ibang awtor sa isinulat na kasaysayan ng wika F11PB – If – 95 | Naipaliliwanag ang gamit ng wika sa lipunan sa pamamagitan ng mga pagbibigay halimbawa F11PS – Id – 87 | Nakapagsasaliksik ng mga halimbawang sitwasyon na nagpapakita ng gamit ng wika sa lipunan F11EP-Ie-31 | Nakapagbibigay ng opinyon o pananaw kaugnay sa mga napakinggang pagtalakay sa wikang pambansa F11PN – If – 89 | Naipaliliwanag ang gamit ng wika sa lipunan sa pamamagitan ng mga pagbibigay halimbawa F11PS – Id – 87 | Nakapagbibigay ng opinyon o pananaw kaugnay sa mga napakinggang pagtalakay sa wikang pambansa | Nabibigyang kahulugan ang mga komunikatibong gamit ng wika sa lipunan F11PT – Ic – 86 | ||||||
11 | 3 | Nasusuri ang mga pananaw ng iba’t ibang awtor sa isinulat na kasaysayan ng wika F11PB – If – 95 | Natutukoy ang mga pinagdaanang pangyayari / kaganapan tungo sa pagkabuo at pag-unlad ng Wikang Pambansa (F11PS – Ig – 88) | Natutukoy ang mga kahulugan at kabuluhan ng mga konseptong pangwika | Natutukoy ang iba’t ibang gamit ng wika sa lipunan sa pamamagitan ng napanood na palabas sa telebisyon at pelikula (Halimbawa: Be Careful with My Heart, Got to Believe, Ekstra, On The Job, Word of the Lourd(http://lourddeveyra.blogspot.com)) F11PD – Id – 87 | Natutukoy ang iba’t ibang register at barayti ng wika na ginagamit sa iba’t ibang sitwasyon (Halimbawa: Medisina, Abogasya, Media, Social Media, Enhinyerya, Negosyo, at iba pa) sa pamamagitan ng pagtatala ng mga terminong ginamit sa mga larangang ito F11WG – IIc – 87 | Nabibigyang kahulugan ang mga komunikatibong gamit ng wika sa lipunan | Naiuugnay ang mga konseptong pangwika sa sariling kaalaman, pananaw, at mga karanasan (F11PD – Ib – 86) | Natutukoy ang mga kahulugan at kabuluhan ng mga konseptong pangwika F11PT – Ia – 86 | Natutukoy ang mga pinagdaanang pangyayari / kaganapan tungo sa pagkabuo at pag-unlad ng Wikang Pambansa | Natutukoy ang mga kahulugan at kabuluhan ng mga konseptong pangwika F11PT – Ia – 85 | "Natutukoy ang mga kahulugan at kabuluhan ng mga konseptong pangwika F11PT – Ia – 85" | Nakapagsasaliksik ng mga halimbawang sitwasyon na nagpapakita ng gamit ng wika sa lipunan F11EP – Ie – 31 | Nabibigyang kahulugan ang mga komunikatibong gamit ng wika sa lipunan F11PT – Ic – 86 | Natutukoy ang mga pinagdaanang pangyayari / kaganapan tungo sa pagkabuo at pag-unlad ng Wikang Pambansa F11PS – Ig – 90 | Naiuugnay ang mga konseptong pangwika sa mga napakinggan/napanood na sitwasyong pang komunikasyon sa radyo, talumpati, mga panayam at telebisyon (Halimbawa: Tonight with Arnold Clavio, State of the Nation, Mareng Winnie,Word of the Lourd (http://lourddeveyra.blogspot.com) F11PN – Ia – 86 | Natutukoy ang mga kahulugan at kabuluhan ng mga konseptong pangwika | Natutukoy ang mga kahulugan at kabuluhan ng mga konseptong pangwika F11PT – Ia – 85 | ||||||
12 | 4 | Natutukoy ang mga pinagdaanang pangyayari / kaganapan tungo sa pagkabuo at pag-unlad ng Wikang Pambansa F11PS – Ig – 88 | Natutukoy ang iba’t ibang gamit ng wika sa lipunan sa pamamagitan ng napanood na palabas sa telebisyon at pelikula (Halimbawa: Be Careful with My Heart, Got to Believe, Ekstra, On The Job, Word of the Lourd(http://lourddeveyra.blogspot.com)) (F11PD – Id – 87) | Naipaliliwanag ang gamit ng wika sa lipunan sa pamamagitan ng pagbibigay halimbawa | Nakapagbibigay ng opinyon o pananaw kaugnay sa mga napakinggang pagtalakay sa wikang pambansa F11PN – If – 89 | Natutukoy ang iba’t ibang paggamit ng wika sa nabasang pahayag mula sa mga blog, social media posts at iba pa F11PB – IIa – 96 | Naiisa-isa ang mga hakbang sa pagbuo ng isang makabuluhang pananaliksik | Nabibigyang kahulugan ang mga komunikatibong gamit ng wika sa lipunan (F11PT – Ic – 86) | Naiuugnay ang mga konseptong pangwika sa mga napakinggan/napanood na sitwasyong pang komunikasyon sa radyo, talumpati, mga panayam at telebisyon (Halimbawa: Tonight with Arnold Clavio, State of the Nation, Mareng Winnie,Word of the Lourd (http://lourddeveyra.blogspot.com) F11PN – Ia – 86 | Nasusuri ang mga pananaw ng iba’t ibang awtor sa isinulat na kasaysayan ng wika | Natutukoy ang iba’t ibang gamit ng wika sa lipunan sa pamamagitan ng napanood na palabas sa telebisyon at pelikula F11PD – Id – 87 | "Natutukoy ang mga kahulugan at kabuluhan ng mga konseptong pangwika F11PT – Ia – 85" | Natutukoy ang mga pinagdaanang pangyayari / kaganapan tungo sa pagkabuo at pag -unlad ng Wikang Pambansa F11PS – Ig – 88 | Naipaliliwanag ang gamit ng wika sa lipunan sa pamamagitan ng mga pagbibigay halimbawa F11PS-Id-87 | Natutukoy ang mga pinagdaanang pangyayari / kaganapan tungo sa pagkabuo at pag-unlad ng Wikang Pambansa F11PS – Ig – 89 | Naiuugnay ang mga konseptong pangwika sa mga napakinggan/napanood na sitwasyong pang komunikasyon sa radyo, talumpati, mga panayam at telebisyon (Halimbawa: Tonight with Arnold Clavio, State of the Nation, Mareng Winnie,Word of the Lourd (http://lourddeveyra.blogspot.com) F11PN – Ia – 86 | Natutukoy ang mga kahulugan at kabuluhan ng mga konseptong pangwika | Nabibigyang kahulugan ang mga komunikatibong gamit ng wika sa lipunan F11PT – Ic – 86 | ||||||
13 | 5 | Natutukoy ang mga pinagdaanang pangyayari / kaganapan tungo sa pagkabuo at pag-unlad ng Wikang Pambansa F11PS – Ig – 88 | Nagagamit ang kaalaman sa modernong teknolohiya (facebook, google, at iba pa) sa pag-unawa sa mga konseptong pangwika (F11EP – Ic – 30) | Nakapagbibigay ng opinyon o pananaw kaugnay sa mga napakinggang pagtalakay sa wikang pambansa | Nakasusulat ng sanaysay na tumatalunton sa isang partikular na yugto ng kasaysayan ng Wikang Pambansa F11PU – Ig – 86 | Nahihinuha ang layunin ng isang kausap batay sa paggamit ng mga salita at paraan ng pagsasalita F11WG- IIf – 88 | Nabibigyang kahulugan ang mga komunikatibong gamit ng wika sa lipunan | Natutukoy ang mga pinagdaanang pangyayari / kaganapan tungo sa pagkabuo at pag-unlad ng Wikang Pambansa (F11PS– Ig– 88) | Nakapagbibigay ng opinyon o pananaw kaugnay sa mga napakinggang pagtalakay sa wikang pambansa F11PN – If – 89 | Naiuugnay ang mga konseptong pangwika sa sariling kaalaman, pananaw, at mga karanasan | Naiuugnay ang mga konseptong pangwika sa sariling kaalaman, pananaw, at mga karanasan F11PD – Ib – 86 | Naipaliliwanag ang gamit ng wika sa lipunan sa pamamagitan ng mga pagbibigay halimbawa F11PS – Id – 87 | Natutukoy ang mga pinagdaanang pangyayari / kaganapan tungo sa pagkabuo at pag -unlad ng Wikang Pambansa F11PS – Ig – 88 | Nakapagsasaliksik ng mga halimbawang sitwasyon na nagpapakita ng gamit ng wika sa lipunan F11EP-Ie-31 | Naiuugnay ang mga konseptong pangwika sa mga napakinggan/napanood na sitwasyong pang komunikasyon sa radyo, talumpati, mga panayam at telebisyon (Halimbawa: Tonight with Arnold Clavio, State of the Nation, Mareng Winnie,Word of the Lourd (http://lourddeveyra.blogspot.com) F11PN – Ia – 86 | Natutukoy ang mga kahulugan at kabuluhan ng mga konseptong pangwikaF11PT – Ia – 85 | Nakapagbibigay ng opinyon o pananaw kaugnay sa mga napakinggang pagtalakay sa wikang pambansa | Nabibigyang kahulugan ang mga komunikatibong gamit ng wika sa lipunan F11PT – Ic – 86 | ||||||
14 | GENERAL MATHEMATICS (core) | 11 | 1 | Determines the intercepts, zeros, and asymptotes of rational functions | Determines the intercepts, zeroes, and asymptotes of rational functions | Solving problems on exponential equations | Solving problems on exponential equations | Solves exponential equations and inequalities (M11GM-Ie-f-1) | Represent real-life situations using exponential functions and distinguishes exponential function, exponential equation, and exponential inequality | Determines the intercepts, zeroes, and asymptotes of an exponential function | represents problems using exponential functions. M11GM-Ie-3 | Solve problems on logarithmic inequalities | Natutukoy ang mga pinagdaanang pangyayari / kaganapan tungo sa pagkabuo at pag-unlad ng Wikang Pambansa F11PS – Ig – 88 | Solve problems involving logarithmic functions | performs addition, subtraction, multiplication, division, and composition of functions | Day 26: Solving problems on exponential equations | Represents real-life situations using logarithmic functions and distinguishes between logarithmic function, logarithmic equation, and logarithmic inequality. | Discuss the nature and levels of planning and types of plans | Solve problems on rational equations | Represent real-life situations using exponential functions and distinguishes exponential function, exponential equation, and exponential inequality | ||||
15 | 2 | Solves problems involving exponential functions, equations, and inequalities | Represents a rational function through its: (a) table of values, (b) graph, and (c) equation | Solving problems on exponential inequalities | Solve problems on rational equations | Performs addition, subtraction, multiplication, division, and composition of functions (M11GM-Ia-3) | Represents real-life situations using rational functions and distinguishes rational functions, rational equation, and rational inequality. | Solves problem on rational equations and inequalities | represents problems using exponential functions. M11GM-Ie-3 | Represents real-life situations using logarithmic functions and distinguishes between logarithmicfunction, logarithmic equation, and logarithmic inequality. | Natutukoy ang mga pinagdaanang pangyayari / kaganapan tungo sa pagkabuo at pag-unlad ng Wikang Pambansa F11PS – Ig – 88 | Determines the intercepts, zeroes, and asymptotes of logarithmic functions | distinguishes rational function, rational equation, and rational inequality | Day 5: Performs composition of functions | Finds the inverse of a one-to-one function | Analyze the nature of organizations and types of organization structures | Represents real-life situations using rational functions and distinguishes rational functions, rational equation, and rational inequality. | Solving problems on exponential functions | ||||||
16 | 3 | Distinguishes between exponential function, exponential equation, and exponential inequality | Finds the domain and range of a rational function | Performs multilipcation and division of functions | Performs composition of functions | Solves logarithmic equations and inequalities (M11GM-Ih-i-1) | Represents a logarithmic function through its: (a) table of values, (b) graph, and (c) equation | Represents real-life situations using rational functions and distinguishes rational functions, rational equation, and rational inequality. | represent problems involving rational functions. M11GM-Id-3 | Solve problems on rational equations | Natutukoy ang mga kahulugan at kabuluhan ng mga konseptong pangwika F11PT – Ia – 85 | Finds the domain and range of a logarithmic function | solves rational equations and inequalities. | Day 17: Find the domain and range of an inverse function | Determines the intercepts, zeroes, and asymptotes of an exponential function | Apply appropriate planning techniques and tools in decision making | Determines the intercepts, zeroes, and asymptotes of rational functions | Solving problems on exponential functions | ||||||
17 | 4 | Finds the domain and range of a rational function | Represent real-life situations using exponential functions and distinguishes exponential function, exponential equation, and exponential inequality | Performs composition of functions | Determines the intercepts, zeroes, and asymptotes of rational functions | Solves problems involving exponential functions, equations, and inequalities (M11GM-Ig-2) | Solve problems on logarithmic inequalities | Find the domain and range of an inverse function | solves problems involving rational functions, equations, and inequalities. M11GM-Ic-3 | Represents real-life situations using one-to one functions | Natutukoy ang iba’t ibang gamit ng wika sa lipunan sa pamamagitan ng napanood na palabas sa telebisyon at pelikula F11PD – Id – 87 | Evaluates a function | solves problems involving rational functions, equations, and inequalities | Day 23: Finds the domain and range of an exponential function | Solves problem on rational functions | Analyze various forces/elements influencing local and international business environment using PEST and SWOT strategies | Performs composition of functions | Determines the intercepts, zeroes, and asymptotes of an exponential function | ||||||
18 | 5 | Represents an inverse function through its table of values and graph | Solve problems on rational inequalities | Solving problems on exponential equations | Solves problems involving logarithmic equations | Solves problems involving functions (M11GM-Ia-4) | Solving problems on exponential functions | Determines the intercepts, zeroes, and asymptotes of an exponential function | solves problems involving rational functions, equations, and inequalities. M11GM-Ic-3 | Determines the intercepts, zeroes, and asymptotes of an exponential function | Naiuugnay ang mga konseptong pangwika sa sariling kaalaman, pananaw, at mga karanasan F11PD – Ib – 86 | Solve problems on rational equations | determines the: (a) intercepts (b) zeroes; and (c) asymptotes of rational functions | Day 24: Determines the intercepts, zeroes, and asymptotes of an exponential function | Identify the concept of exponential equations and inequalities | Apply appropriate planning techniques and tools in decision making | Solve problems on rational inequalities | Represent real-life situations using exponential functions and distinguishes exponential function, exponential equation, and exponential inequality | ||||||
19 | EARTH SCIENCE FOR STEM (core) | 11 | 1 | Recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to support life. | Differentiate renewable & non-renewable resources; importance of conservation | Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow. | Identify the minerals important to society (S11ES-Ic-7) | Explain the current advancements/information on the solar system. (S11/12ES-Ia-e-5) | Determine the impacts of human activities to water sources. | describe how ore minerals are found, mined, and processed for human use (S11/12ES-Ic-d-8) | ||||||||||||||
20 | 2 | Describe how ore minerals are found, mined, and processed for human use. | Discuss soil formation, types, degradation, and waste management | Describe the various hazards that may happen in the event of earthquakes, volcanic eruptions, and landslides | Identify common rock-forming minerals using their physical and chemical properties (S11ES-Ib-5) | Identify the layers of the Earth (crust, mantle, core). (S11/12ES-Ia-e-7) | 1. define solid waste; 2. categorize waste into different types; | describe the historical development of theories that explain the origin of the Universe (S11/12ES-Ia-1) | ||||||||||||||||
21 | 3 | Explain how heat from inside the Earth (geothermal) and from flowing water (hydroelectric) is tapped as a source of energy for human use | Identify water forms, sources, and conservation methods | Cite ways to prevent or mitigate the impact of land development, waste disposal, and construction of structures on control coastal processes | Describe how fossil fuels are formed (S11ES-ld-10) | Describe the changes in mineral components and texture of rocks due to changes in pressure and temperature (metamorphism). (S11/12ES-Ic-17) | Identify common rock-forming minerals using their physical and chemical properties (S11ES-Ib-5) Classify rocks into igneous, sedimentary, and metamorphic (S11ES-Ic-6) | cite ways to address the different environmental concerns related to the use of fossil fuels, geothermal energy, and hydroelectric energy (S11/12ES-Ie-f-13) | ||||||||||||||||
22 | 4 | Explain that Earth consists of four subsystems, across whose boundaries matter and energy flow. | Describe characteristics of Earth and its subsystems | Describe how coastal processes result in coastal erosion, submersion, and saltwater intrusion observed today. | Describe how fossil fuels are formed (S11ES-ld-10) | Explain the current advancements/information on the solar system. (S11/12ES-Ia-e-5) | 3. Describe how people generate different types of waste (solid, liquid, and gaseous) as they make use of various materials and resources in everyday life (S11ES-Ii-19); 4. explain how different types of waste affect people’s health and the environment (S11ES-Ii-j-20); and 5. create a plan to help | recognize how water is distributed on Earth (S11/12ES-If-14) | ||||||||||||||||
23 | 5 | Explain how different activities affect the quality and availability of water for human use | Differentiate renewable & non-renewable resources; importance of conservation | Describe the physical and chemical changes in rocks due to changes in pressure and temperature (metamorphism). | Explain how different types of waste affect people’s health and the environment (S11ES-Ii-j-20) | Describe what happens after the magma is formed (plutonism and volcanism). (S11/12ES-Ic-16) | 3. Describe how people generate different types of waste (solid, liquid, and gaseous) as they make use of various materials and resources in everyday life (S11ES-Ii-19); 4. explain how different types of waste affect people’s health and the environment (S11ES-Ii-j-20); and 5. create a plan to help | identify the various water resources on Earth (S11/12ES-If-g-15) | ||||||||||||||||
24 | EARTH AND LIFE SCIENCE (core) | 11 | 1 | Identify common rock-forming minerals using their physical and chemical properties | Compare and contrast the formation of the different types of igneous rocks | Explain how the products of weathering are carried away by erosion and deposited elsewhere | Describe the physical and chemical changes in rock | Describe the various hazards that may happen in the event of earthquake, volcanic eruptions, and landslide. S11/12ES-If-30 | Explain how the movement of lates leads to the formation of folds and faults | Describe the physical and chemical changes in rocks due to changes in pressure and temperature (metamorphism) | Identify human activities that speed up or trigger landslides | Explain the importance of cultural relativism in attaining cultural understanding | (S11/12ES-If-33): Identify human activities that speed up or trigger landslides. | • Identify common rock-forming minerals using their physical and chemical properties. • Classify rocks into igneous, sedimentary, and Metamorphic • Explain how the products of weathering are carried away by erosion and deposited elsewhere • Describe where the Earth’s internal heat comes from. • Describe how magma is formed (magmatism) • Describe the physical and chemical changes in rocks due to changes in pressure and temperature (metamorphism) • Compare and contrast the formation of the different types of igneous rocks • Explain how the movement of plates leads to the formation of folds and faults • Describe how layers of rocks (stratified rocks) are formed • Describe the different methods (relative and • absolute dating) to determine the age of stratified rocks • Explain how relative and absolute dating were used to determine the subdivisions of geologic time • Describe how the Earth’s history can be • interpreted from the geologic time scale | Describe how the Earth’s history can be interpreted from the geologic time scale | Analyze the concept, aspects and changes in/of culture and society | Explain how relative and absolute dating were used to determine the subdivisions of geologic time S11/12 ES -Ie - 27 | Explain how relative and absolute dating were used to determine the subdivisions of geologic time. (S11/12ES-Ie-27) | ||||||
25 | 2 | Describe the different methods (relative and absolute dating) to determine the age of stratified rocks | Describe how magma is formed (magmatism) | Explain that the Earth consists of four subsystems ,across whose boundaries matter and energy flow | Compare and contrast the formation of different types of igneous rocks | Compare and contrast the formation of the different types of igneous rocks. S11/12ES-Ic-18 | Describe the physical and chemical changes in rocks due to changes in pressure and temperature (metamorphism). | Describe how the Earth’s history can be interpreted from the geologic time scale | Compare and contrast the formation of the different types of igneous rocks | Discuss the nature, goals and perspectives in/of anthropology, sociology and political science | (S11/12ES-Id-22): Explain how the movement of plates leads to the formation of folds and faults. | • Identify common rock-forming minerals using their physical and chemical properties. • Classify rocks into igneous, sedimentary, and Metamorphic • Explain how the products of weathering are carried away by erosion and deposited elsewhere • Describe where the Earth’s internal heat comes from. • Describe how magma is formed (magmatism) • Describe the physical and chemical changes in rocks due to changes in pressure and temperature (metamorphism) • Compare and contrast the formation of the different types of igneous rocks • Explain how the movement of plates leads to the formation of folds and faults • Describe how layers of rocks (stratified rocks) are formed • Describe the different methods (relative and • absolute dating) to determine the age of stratified rocks • Explain how relative and absolute dating were used to determine the subdivisions of geologic time • Describe how the Earth’s history can be • interpreted from the geologic time scale | Recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to support life | Analyze the concept, aspects and changes in/of culture and society | Cite ways to prevent or mitigate the impact of land development, waste disposal, and construction of structures on control coastal processes S11/12 ES-Ii�41 | Identify human activities that speed up or trigger landslides. (S11/12ES-If-33) | ||||||||
26 | 3 | Explain how relative and absolute dating were used to determine the subdivisions of geologic time | Describe where the Earth’s internal heat comes from | Explain how relative and absolute dating were used to determine the subdivisions of geologic time | Discuss where the internal heat comes from | Describe how layers of rocks (stratified rocks) are formed. S11/12ES-Ie-25 | Compare and contrast the formation of the different types of igneous rocks | Describe where the Earth’s internal heat comes from. Week 3 S11/12ES-Ib-14 | Describe how the Earth’s history can be interpreted from the geologic time scale | Explain the context, content, processes, and consequences of socialization | (S11/12ES-Ic-15): Describe how magma is formed (magmatism). | • Identify common rock-forming minerals using their physical and chemical properties. • Classify rocks into igneous, sedimentary, and Metamorphic • Explain how the products of weathering are carried away by erosion and deposited elsewhere • Describe where the Earth’s internal heat comes from. • Describe how magma is formed (magmatism) • Describe the physical and chemical changes in rocks due to changes in pressure and temperature (metamorphism) • Compare and contrast the formation of the different types of igneous rocks • Explain how the movement of plates leads to the formation of folds and faults • Describe how layers of rocks (stratified rocks) are formed • Describe the different methods (relative and • absolute dating) to determine the age of stratified rocks • Explain how relative and absolute dating were used to determine the subdivisions of geologic time • Describe how the Earth’s history can be • interpreted from the geologic time scale | Describe the different methods (relative and absolute dating) to determine the age of stratified rocks | Analyze the significance of cultural, social, political and economic symbols and practices | Explain how the products of weathering are carried away by erosion and deposited elsewhere 11/12E S-Ib-12 | Describe the various hazards that may happen in the event of earthquakes, volcanic eruptions, and landslides. (S11/12ES-If-30) | ||||||||
27 | 4 | Describe how the Earth’s history can be interpreted from the geologic time scale | Describe how magma is formed (magmatism) | Cite ways to prevent or mitigate the impact of land development, waste disposal, and construction of structures on control coastal processes | Describe the physical and chemical changes in rock | Describe the physical and chemical changes in rocks due to changes in pressure and temperature (metamorphism) (No CG Code) | Classify rocks into igneous, sedimentary, and metamorphic. | Classify rocks into igneous, sedimentary, and metamorphic Week 2 S11/12ES-Ib-10 | Describe how the Earth’s history can be interpreted from the geologic time scale | Discuss the nature, goals and perspectives in/of anthropology, sociology and political science | (S11/12LT-IIIaj- 22): Analyze and appreciate the functional relationships of the different organ systems in ensuring animal survival. | • Identify common rock-forming minerals using their physical and chemical properties. • Classify rocks into igneous, sedimentary, and Metamorphic • Explain how the products of weathering are carried away by erosion and deposited elsewhere • Describe where the Earth’s internal heat comes from. • Describe how magma is formed (magmatism) • Describe the physical and chemical changes in rocks due to changes in pressure and temperature (metamorphism) • Compare and contrast the formation of the different types of igneous rocks • Explain how the movement of plates leads to the formation of folds and faults • Describe how layers of rocks (stratified rocks) are formed • Describe the different methods (relative and • absolute dating) to determine the age of stratified rocks • Explain how relative and absolute dating were used to determine the subdivisions of geologic time • Describe how the Earth’s history can be • interpreted from the geologic time scale | Identify common rock-forming minerals using their physical and chemical properties | Analyze the forms and functions of social organization | Explain how the movement of plates leads to the formation of folds and faults S11/12 ES -Id - 22 | Describe the physical and chemical changes in rocks due to changes in pressure and temperature (metamorphism). (S11/12ES -Ic-17) | ||||||||
28 | 5 | Explain how the movement of plates leads to the formation of folds and faults | Describe how coastal processes result in coastal erosion, submersion, and saltwater intrusion observed today. | Describe how rocks behave under different types of stress such as compression, pulling apart, and shearing. | Explains that the earth is consists of 4 subsystems | Describe how coastal processes result in coastal erosion, submersion, and saltwater intrusion. S11/12ES-Ih-38 | Describe the various hazards that may happen in the event of earthquakes, volcanic eruptions, and landslides | Describe how layers of rocks (stratified rocks) are formed | Describe the various hazards that may happen in the event of earthquakes, volcanic eruptions, and landslides | Discuss the nature, goals and perspectives in/of anthropology, sociology and political science | (S11/12ES-Ie-25): Describe how layers of rocks (stratified rocks) are formed. | • Identify common rock-forming minerals using their physical and chemical properties. • Classify rocks into igneous, sedimentary, and Metamorphic • Explain how the products of weathering are carried away by erosion and deposited elsewhere • Describe where the Earth’s internal heat comes from. • Describe how magma is formed (magmatism) • Describe the physical and chemical changes in rocks due to changes in pressure and temperature (metamorphism) • Compare and contrast the formation of the different types of igneous rocks • Explain how the movement of plates leads to the formation of folds and faults • Describe how layers of rocks (stratified rocks) are formed • Describe the different methods (relative and • absolute dating) to determine the age of stratified rocks • Explain how relative and absolute dating were used to determine the subdivisions of geologic time • Describe how the Earth’s history can be • interpreted from the geologic time scale | Classify rocks into igneous, sedimentary, and metamorphic. | Explain the context, content, processes, and consequences of socialization | Explain how the products of weathering are carried away by erosion and deposited elsewhere 11/12E S-Ib-12 | Describe how magma is formed (magmatism). (S11/12ES-Ic-15) | ||||||||
29 | UNDERSTANDING CULTURE, SOCIETY AND POLITICS (core) | 11 | 1 | Traces kinship ties and social networks | Analyze concepts, aspects, and changes in/of culture and society. | Identify aspects of culture and society | Analyze the concept, aspects and changes in/of culture and society | Discuss the nature, goals and perspective in/of anthropology, sociology and political science. | Analyze the forms and functions of social organizations | Analyze the social goals and the socially acceptable means of achieving these goals | Discuss the nature, goals and perspectives in/of anthropology, sociology and political science | Sets Frequency Intensity Time Type (FITT) goals based on training principles to achieve and/or maintain health-related fitness (HRF). | Analyze the concept, aspects and changes in/of culture and society | Discuss the nature, goals and perspectives in/of anthropology, sociology and political science. | Analyze the forms and functions of social organizations | Analyze the concept, aspects and changes in/of culture and society | Describes the connection of health behaviors (eating habits, sleep and stress management) to health risks factors and physical activity assessment performanc | Identify social goals and the sociological perspectives on culture and society | Understands basic concepts of society, social interactions, and patterns of social behavior. UCSP11/12SPUIa-7 | Analyze social, political, and cultural phenomena using social science perspectives.(UCSP11/12SPU-Ic-8) | ||||
30 | 2 | Explain the development of one’s self and others as a product of socialization andenculturation | Explain the importance of cultural relativism in attaining cultural understanding | Explore the significance of human material remains and artefactual evidence in interpreting cultural and social, including political and economic, processes | Analyze the significance of cultural, social, political and economic symbols and practices | Explain the importance of cultural relativism in attaining cultural understanding. | Explain the importance of cultural relativism in attaining cultural understanding | Explain anthropological and sociological perspectives on culture and society | Analyze the concept, aspects and changes in/of culture and society | Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school. | Explain the context, content, processes, and consequences of socialization | Explain the importance of cultural relativism in attaining cultural understanding. | Analyze the significance of cultural, social, political and economic symbols and practices | Analyze the concept, aspects and changes in/of culture and society | Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort. | Recognize common concerns or intersections of anthropology, sociology, and political science with respect to the phenomena of change | Understands the role of socialization in developing personal identity and the social institutions that contribute to individual development. UCSP11/12BMSIg-21 | Analyze social, political, and cultural phenomena using social science perspectives.(UCSP11/12SPU-Ic-8) | ||||||
31 | 3 | Traces kinship ties and social networks | Discuss the nature, goals, and perspectives of anthropology, sociology, and political science. | Identify aspects of culture and society | Analyze the concept, aspects and changes in/of culture and society | Explain the context, content, processes and consequences of socialization. | Explain the importance of cultural relativism in attaining cultural understanding | Analyze the biological and cultural evolution of early to modern humans | Analyze the significance of cultural, social, political and economic symbols and practices | Demonstrates proper etiquette and safety in the use of facilities and equipment. | Explain the context, content, processes, and consequences of socialization | Explain the importance of cultural relativism in attaining cultural understanding. | Explain the importance of cultural relativism in attaining cultural understanding | Analyze the forms and functions of social organizations | Differentiates types of eating (fueling for performance, emotional eating, social eating, eating while watching tv or dance events) | Identify social goals and the socially acceptable means of achieving these goals | Understands the role of socialization in developing personal identity and the social institutions that contribute to individual development. UCSP11/12BMSIg-24 | Analyze social, political, and cultural phenomena using social science perspectives.(UCSP11/12SPU-Ic-8) | ||||||
32 | 4 | Analyze social, political, and cultural change | Analyze the significance of cultural, social, political, and economic symbols and practices | Describe society and culture as a complex whole | Analyze the concept, aspects and changes in/of culture and society | Explain the context, content, processes and consequences of socialization. | Analyze the significance of cultural, social, political and economic symbols and practices | Differentiate the function of culture, society, and politics | Explain the context, content, processes, and consequences of socialization | Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment, participation, and one’s diet. | Analyze the concept, aspects and changes in/of culture and society | Explain the context, content, processes, and consequences of socialization. | Explain the context, content, processes, and consequences of socialization | Discuss the nature, goals and perspectives in/of anthropology, sociology and political science | Self-assesses health-related fitness (HRF) status, barriers to physical activity assessment participation and one’s diet | Explains the development of one’s self and others as a product of socialization and enculturation | Understands basic concepts of society, social interactions, and patterns of social behavior. UCSP11/12SPUIa-8 | Analyze social, political, and cultural phenomena using social science perspectives.(UCSP11/12SPU-Ic-8) | ||||||
33 | 5 | Become aware of why and how cultural relativism mitigates ethnocentrism | Discuss the nature, goals, and perspectives of anthropology, sociology, and political science. | Describe society and culture as a complex whole | Analyze the concept, aspects and changes in/of culture and society | Analyze the concept, aspects and changes in/of culture and society. | Analyze the significance of cultural, social, political and economic symbols and practices | Analyze the social goals and the socially acceptable means of achieving these goals | Analyze the concept, aspects and changes in/of culture and society | Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort. | Explain the context, content, processes, and consequences of socialization | Explain the context, content, processes, and consequences of socialization. | Analyze the concept, aspects and changes in/of culture and society | Explain the importance of cultural relativism in attaining cultural understanding | Identifies school and community resources in case of an injury or emergency | Explains the development of one’s self and others as a product of socialization and enculturation | Identifies the characteristics and types of social groups, and examines the dynamics within in-groups, out-groups, and reference groups in social settings. UCSP11/12HSOIIi-21 | Recognize how individuals and groups shape their identities and roles in society (UCSP11/12SPU-Ia-1) | ||||||
34 | HOPE 1 (core) | 11 | 1 | Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet | Demonstrates proper etiquette and safety in the use of facilities and equipment. | Recognizes the role of physical activity assessments in managing one’s stress | Participate in an organized event that addresses health/fitness issues and concerns. | Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of-school. | Participates in an organized event that addresses health/fitness issues and concerns. PEH11FH-Ik-o-13 | 7. Sets FITT goals based on training principles to achieve and/or maintain HRF. PEH11FH-Ii-j-9 | Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing | Discuss understanding of mental health and psychological well-being to identify ways to cope with stress during adolescence | Observes personal safety protocol to avoid dehydration, overexertion, hypo and hyperthermia during MVPA participation | Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school PEH11FH-Ia-t-8 | Self-assesses health-related fitness (HRF) status, barriers to physical activity assessment participation and one’s diet; | Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort. PEH11FH-Ik-t-9 | Discuss understanding of mental health and psychological well-being to identify ways to cope with stress during adolescence | Demonstrates proper etiquette and safety in the use of facilities and equipment | Explains how to optimize the energy systems for safe and improved performance | Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or | ||||
35 | 2 | Distinguishes aerobic from muscle-and bone-strengthening activities | Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA participation. | Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet | Recognizes the value of optimizing one's health through participation in physical activity assessment | Organize fitness event for a target health issue or concern | Recognizes the value of optimizing one’s health through participation in physical activity assessments. PEH11FH-Id-t-14 | 5. Recognizes the role of PAs in managing one’s stress PEH11FH-If-5 | Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing | Develop a personal plan to enhance brain functions | Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of-school | Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet PEH11FH-Ig-i-6 | Sets FITT goals based on training principles to achieve and/or maintain HRF; | Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet (PEH11FH-Ig-i-6) | Discuss developmental tasks and challenges being experienced during adolescence. Evaluate one’s development through the help of significant people around him/her (peers, parents, siblings, friends, teachers, community leaders). | Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort. | Distinguishes aerobic from muscle-and bonestrengthening activities | Participates in an organized event that addresses health/fitness issues and concerns | ||||||
36 | 3 | Relates health behaviors (eating habits, sleep and stress management) to health risks factors and physical activity assessment performance | Demonstrates proper etiquette and safety in the use of facilities and equipment. | Differentiates types of eating (fueling for performance, emotional eating, social eating, eating while watching tv or sports events) | Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA participation. | Participate in an organized event that addresses health/fitness issues and concerns | Recognizes the value of optimizing one’s health through participation in physical activity assessments. PEH11FH-Id-t-14 | 7. Sets FITT goals based on training principles to achieve and/or maintain HRF. PEH11FH-Ii-j-7 | Observes personal safety protocol to avoid dehydration, overexertion, hypo- and | Evaluate one’s development through the help of significant people around him/her (peers, parents, siblings, friends, teachers, community leaders) | Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort | Explains how to optimize the energy systems for safe and improved performance PEH11FH-Ib-c-2 | . Self-assesses health-related fitness (HRF) status, barriers to physical activity assessment participation and one’s diet; | Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort. PEH11FH-Ik-t-9 | Evaluate his/her own thoughts, feelings, and behaviors Show the connections between thoughts, feelings, and behaviors in actual life situations | Demonstrates proper etiquette and safety in the use of facilities and equipment | Explains how to optimize the energy systems for safe and improved performance | Demonstrates proper etiquette and safety in the use of facilities and equipment | ||||||
37 | 4 | Differentiates types of eating (fueling for performance, emotional eating, social eating, eating while watching tv or sports events) | Organizes fitness event for a target health issue or concern. | Distinguishes aerobic from muscle-and bone strengthening activities. | Organize fitness event for a target health issue or concern. | Self-assess health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet. | Organizes fitness event for a target health issue or concern. PEH11FH-Io-t-17 | 3. Relates health behaviors (eating habits, sleep and stress management) to health risks factors and PA performance (PEH11FH-Id-3) | Recognizes the value of optimizing one's health through participation in physical activity | Evaluate his/her own thoughts, feelings, and behaviors | Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort | Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school PEH11FH-Ia-t-8 | Demonstrates proper etiquette and safety in the use of facilities and equipment | Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort. PEH11FH-Ik-t-9 | Discuss understanding of mental health and psychological well-being to identify ways to cope with stress during adolescence | Participate in an organized event that addresses health/fitness issues and concerns. | Relates health behaviors (eating habits, sleep and stress management) to health risks factors and physical activity assessment performance | Recognizes the value of optimizing one’s health through participation in physical activity assessments | ||||||
38 | 5 | Differentiates types of eating (fueling for performance, emotional eating, social eating, eating while watching tv or sports events) | Participates in an organized event that addresses health/fitness issues and concerns. | Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet | Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of-school. | Participate in an organized event that addresses health/fitness issues and concerns | Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort. PEH11FH-Ik-t-9 | 6. Self-assesses health-related fitness (HRF) status, barriers to PA participation and one’s diet | Recognizes the value of optimizing one's health through participation in physical activity | Explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better | Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of-school | Distinguishes aerobic from muscle-and bone strengthening activities PEH11FH-Ia-1 | Organizes fitness event for a target health issue or concern | Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort. PEH11FH-Ik-t-9 | Evaluate his/her own thoughts, feelings, and behaviors Show the connections between thoughts, feelings, and behaviors in actual life situations | Self-assess health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet. | Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet | Recognizes the value of optimizing one’s health through participation in physical activity assessments | ||||||
39 | PERSONALITY DEVELOPMENT (core) | 11 | 1 | Discuss developmental tasks and challenges being experienced during adolescence | Identify causes and effects of stress in one’s life EsP-PD11/12CS-If-5.2 | Evaluate one's thoughts, feelings, and behaviors | Explain that knowing oneself can make a person accept his/her strengths and limitations and deal with others better. | evaluate one’s development in comparison with persons of the same age group EsP-PD11/12DS-Id-3.2 | list ways to become a responsible adolescent prepared for adult life | Explain that knowing oneself can make a person accept his/her strengths and limitations in dealing with others better | Discuss developmental tasks and challenges being experienced during adolescence. EsP-PD11/12DS-Ic-3.4 | Distinguish opinion from truth | Demonstrate and create ways to manage various emotions EsP-PD11/12EI-Ij-8.3 | Discuss developmental tasks and challenges being experienced during adolescence EsP-PD11/12DS-Ic-3.1 | • Identify ways that help one become capable and responsible adolescent prepared for adult life • Discuss understanding of mental health and psychological well-being to identify ways to cope with stress during adolescence | share his/her unique characteristics, habits, and experiences | Solves routine problems involving circles and its equations. | Evaluate his/her own thoughts, feelings, and behaviors EsP-PD11/12DWP-Ib2.2 | Evaluate his/her own thoughts, feelings, and behaviors. EsP-PD11/12DWP-Ib- 2.1 – 2.2 | show the connections between thoughts,feelings, and behaviors in actual life situation | ||||
40 | 2 | Explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better | Explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better EsP-PD11/12KO-la-1.1 | Discuss developmental tasks and challenges being experienced during | Demonstrate personal ways of coping with stress for healthful living | list ways to become a responsible adolescent prepared for adult life EsP-PD11/12DS-Id-3.3 | discuss that understanding the left and right brain may help in improving one’s learning | discuss developmental tasks and challenges being experience during adolescence 2. evaluate one's developmental through the help of significant people around him/her | Evaluate one’s thoughts, feelings, and behaviors. EsP-PD11/12DWP-Ib2.4 | Show that care for the environment contributes to health, wellbeing and sustainable development | Show the connections between thoughts, feelings, and behaviors in actual life situations EsP-PD11/12DWP-Ic2.3 | Discuss developmental tasks and challenges experienced during adolescence. (EsP-PD11/12DS-Ic-3.1) | • Identify causes and effects of stress in one’s life • Demonstrate personal ways to cope with stress and maintain mental health | share his/her unique characteristics, habits, and experiences | Illustrates the four conic sections including its degenerate cases. | Demonstrate personal ways to cope with stress and maintain mental health EsP-PD11/12CS-Ig-5.3 | Explain that knowing oneself can make a person accept his/her strengths and limitations and deal with others better. EsP-PD11/12KO-Ia-1.1 – 1.5 | discuss that understanding the intensity and differentiation of emotions may help in | ||||||
41 | 3 | Identify causes and effects of stress in one’s life | Explore ways on how to improve brain functions for personal development EsP-PD11/12PM-Ig-h6.2 | Discuss developmental tasks and challenges being experienced during | Express his/her ways of showing attraction, love, and commitment | evaluate one’s development in comparison with persons of the same age group EsP-PD11/12DS-Id-3.2 | list ways to become a responsible adolescent prepared for adult life | interpret the concept mental health and psychological well-being in everyday observation about mental health problem during adolescence. | Identify ways that help one become capable and responsible adolescent prepared for adult life. EsP-PD11/12DS-Id-3-7 | Evaluate truth from opinions in different situations using the methods of philosophizing | Identify ways that help one become capable and responsible adolescent prepared for adult life EsP-PD11/12DS-Id-3.3 | Discuss developmental tasks and challenges being experienced during adolescence EsP-PD11/12DS-Ic-3.1 | · explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better • discuss the relationship among physiological, cognitive, psychological, spiritual, and social development | *Discuss that understanding the different parts of the brain, processes and functions may help in improving thoughts, behavior and feelings. | Define a circle and state its properties. | Explore ways on how to improve brain functions for personal development EsP-PD11/12PM-Ig-h6.2 | Explain that knowing oneself can make a person accept his/her strengths and limitations and deal with others better. EsP-PD11/12KO-Ia-1.1 – 1.7 | Discuss that understanding the different parts of the brain, processes and functions may help in improving thoughts, behavior and feelings. | ||||||
42 | 4 | Discuss that understanding the intensity and differentiation of emotions may help in communicating emotional expressions | Evaluate his/her own thoughts, feelings, and behaviors EsP-PD11/12DWP-Ib2.2 | Evaluate one's thoughts, feelings, and behaviors | Explain that knowing oneself can make a person accept his/her strengths and limitations and deal with others better. | express his/her feelings on the expectations of the significant people around him/her (parents, siblings, friends, teachers, community leaders) EsP-PD11/12CA-Ie-4.2 | express his/her feelings on the expectations of the significant people around him/her (parents, siblings, friends, teachers, community leaders) | discuss developmental tasks and challenges being experience during adolescence 2. evaluate one's developmental through the help of significant people around him/her | Compare one’s perception of himself/herself and how others see him/her. EsP-PD11/12SR-IIc-10.4 | Recognize how the human body imposes limits and possibilities for transcendence | Discuss that understanding the intensity and differentiation of emotions may help in communicating emotional expressions EsP-PD11/12EI-Ii-j-8.1 | Explore one’s positive and negative emotions and how one expresses or hides them.(EsP-PD11/12EI-Ij-8.2) | • Discuss that understanding the different parts of the brain, processes and functions may help in improving thoughts, behaviour and feelings. • Explore ways on how to improve brain functions for personal development | explore one’s positive and negative emotions and how one expresses or hides them | Solves situational problems involving conic sections: Parabola | Explore ways on how to improve brain functions for personal development EsP-PD11/12PM-Ig-h6.2 | Explain that knowing oneself can make a person accept his/her strengths and limitations and deal with others better. EsP-PD11/12KO-Ia-1.1 – 1.6 | Discuss understanding of mental health and psychological well-being to identify ways to cope with stress during adolescence | ||||||
43 | 5 | Discuss that understanding the different parts of the brain, processes and functions may help in improving thoughts, behavior and feeling | Explore one’s positive and negative emotions and how one expresses or hides them EsP-PD11/12EI-Ij-8.2 | Discuss developmental tasks and challenges being experienced during | Classify various developmental tasks according to developmental stage. | demonstrate and create ways to manage various emotions EsP-PD11/12EI-Ij-8.3 | evaluate his/her own thoughts, feelings, and behaviors | discuss that understanding the left and right brain may help in improving one's learing,explore 2 types of mind-mapping techniques, each suited for left and right brain dominant thinking style | Demonstrate personal ways to cope with stress and maintain mental health. EsP-PD11/12CS-Ig-5.5 | Distinguish opinion from truth | Explore ways on how to improve brain functions for personal development EsP-PD11/12PM-Ig-h6.2 | Show the connections between thoughts, feelings, and behaviors in actual life situations.(EsP PD11/12DWP-Ic-2.3) | • Discuss that understanding the different parts of the brain, processes and functions may help in improving thoughts, behaviour and feelings. • Explore ways on how to improve brain functions for personal development | explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better | Solves routine problems involving circles and its equations. | Demonstrate personal ways to cope with stress and maintain mental health EsP-PD11/12CS-Ig-5.3 | Demonstrate an understanding of the developmental changes in middle and late adolescence, and expectations of and from adolescents. EsP-PD11/12CA-Id-4.1 - 6 | evaluate his/her own thoughts, feelings, and behaviors behaviors | ||||||
44 | INTRODUCTION TO PHILOSOPHY OF THE HUMAN PERSON (core) | G12 | 1 | Distinguish opinion from truth | Distinguish opinion from truth | Distinguish a holistic perspective from a partial point of view | Evaluate opinions | Recognize the meaning of his/her own life | analyze situation which show the difference between opinion and truth | Explore environmental philosophies | Distinguish opinion from truth | Relate the polarity of a molecule to its properties | Do a philosophical reflection on a concrete situation from a holistic perspective | Evaluate truth from opinions in different situations using the methods of philosophizing | Nakikilala na: Binibigyan ako ng hangganan at posibilidad ng aking katawan | Evaluate own limitations and the possibilities for their transcendence PPT11/12-Ig-3.2 | Explain the meaning, functions, types and theories of management | Evaluate own limitations and the possibilities for their transcendence.(PPT 11/12-If-3.2) | Realize that the methods of philosophy lead to wisdom and truth (PPT11/12-Id-2.3) | Recognize how the human body imposes limits and possibilities for transcendence | ||||
45 | 2 | Recognize a holistic perspective from a partial point of view | Evaluate truth from opinions in different situations using the methods of philosophizing | Distinguish a holistic perspective from a partial point of view | Show that care for the environment contributes to health, well-being and sustainable development | Compare different forms of societies | demonstrate the virtues of prudence and frugality towards the environment | Demonstrate understanding of existentialist concepts such as freedom, transcendence, facticity, and authenticity. | Realize the value of doing philosophy in obtaining a broad perspective on life | Give the use of the other ingredients in cleaning agents | Notice things that are not in their proper place and organize them in an aesthetic way | Evaluate truth from opinions in different situations using the methods of philosophizing | Napapansin ang mga bagay na wala sa wastong lugar at naisasaayos ito nang ayon sa kagandahan | Evaluate truth from opinions in different situations using the methods of philosophizing PPT11/12-Id-2.3 | Apply appropriate planning techniques and tools in business decision-making | Realize that the methods of philosophy lead to wisdom and truth (PPT11/12-Id-2.2) | Realize the value of doing philosophy in obtaining a broad perspective on life (PPT11/12-Ib-1.3) | Show that care for the environment contributes to health, well0being and sustainable development | ||||||
46 | 3 | Recognize human activities that emanated from deliberate reflection | Show that care for the environment contributes to health, well-being and sustainable development | Evaluate opinions | Realize that the methods of philosophy lead to wisdom and truth | Evaluate the transformation of human | distinguish the limitations and possibilities for transcendence | Demonstrate understanding of existentialist concepts such as freedom, transcendence, facticity, and authenticity. | Distinguish opinion from truth | Use simple collision theory to explain the effects of concentration, temperature, and particle size on the rate of reaction | Recognize own limitations and possibilities | Realize the value of doing philosophy in obtaining a broad perspective on life | Naipamamalas ang pagiging masinop sa pakikibagay sa kanyang mga kapwa nilalang at sa kapaligiran. | Distinguish opinion from truth PPT11/12-Ic-2.1 | Explain the meaning, functions, types and theories of management | Evaluate own limitations and the possibilities for their transcendence.(PPT 11/12-If-3.2) | Evaluate and exercise prudence in choices (PPT11/12-IIa-5.2) | Demonstrate the virtues of prudence and frugality towards environments | ||||||
47 | 4 | Analyze situations that show the difference between opinion and truth | Evaluate own limitations and the possibilities for their transcendence | Evaluate opinions | Notice disorder in an environment | Evaluate own limitations and the possibilities | show that care for the environment contributes to health, well-being, and sustainable development | Examine the contributions and key ideas of major philosophers | Realize that the methods of philosophy lead to wisdom and truth | Explain how the structures of biological macromolecules such as carbohydrates, lipids, nucleic acid, and proteins determine their properties and functions | Recognize how the human body imposes limits and possibilities for transcendence | Realize the value of doing philosophy in obtaining a broad perspective on life | Nakikilala ang pagkakaiba ng pangkabuuang pananaw mula sa pananaw ng mga bahagi lamang. | Do a philosophical reflection on a concrete situation from a holistic perspective PPT11/12-Ib-1.3 | Explain the functions, roles and skills of a manager (ABM_AOM11- Ia-b-3) | Distinguish opinion from truth (PPT11/12-Ic-2.1) | Distinguish opinion from truth (PPT11/12-Ic-2.1) | Evaluate own limitations and the possibilities for their transcendence | ||||||
48 | 5 | Evaluate opinions | Distinguish a holistic perspective from a partial point of view | Distinguish a holistic perspective from a partial point of view | Realize that the methods of philosophy lead to wisdom and truth | Explain the meaning of life | distinguish opinion from truth | Differentiate the major branches of philosophy: metaphysics, epistemology, ethics, logic, and aesthetics. | Distinguish a holistic perspective from a partial point of view | Determine the limiting reactant in a reaction and calculate the amount of product formed | Demonstrate the virtues of prudence and frugality towards environments | Demonstrate the virtues of prudence and frugality towards environments | Nahihinuha na: Mahalaga ang pamimilosopiya upang magkaroon ng malawakang pananaw sa buhay. | Distinguish a holistic perspective from a partial point of view PPT11/12-Ia-1.1 | Explain the meaning, functions, types and theories of management | Show that care for the environment contributes to health, well-being and sustainable development(PPT 11/12-Ii-4.2). | Distinguish opinion from truth (PPT11/12-Ic-2.1) | Notice things that are not in their proper place and organize them in an aesthetic way | ||||||
49 | PHYSICAL SCIENCE (core) | G12 | 1 | Describe the general types of intermolecular forces | Determine if a molecule is polar or non polar given its structure | Explain how the concept of atomic number led to the synthesis of new elements in the laboratory. | From product labels, identify the active ingredient (s) of cleaning products used at home. | Explain the effect of intermolecular forces on the properties of substances | Explain the effect of intermolecular forces on the properties of substances (S11/12PS-IIId-e-19) | 4. describe how elements heavier than iron are formed S11/12PS-IIIa-b-4 | Describe the general types of intermolecular forces | Analyzes physiological indicators such as heart rate, rate of perceived excertion and pacing associated with MVPAs to monitor and/or adjust participation or effort. | Relate the polarity of a molecule to its properties | Interpret velocity and acceleration, respectively, as slopes of position vs. time and velocity vs. time curves (STEM_GP12KINIb-15) | • Identify common rock-forming minerals using their physical and chemical properties. • Classify rocks into igneous, sedimentary, and Metamorphic • Explain how the products of weathering are carried away by erosion and deposited elsewhere • Describe where the Earth’s internal heat comes from. • Describe how magma is formed (magmatism) • Describe the physical and chemical changes in rocks due to changes in pressure and temperature (metamorphism) • Compare and contrast the formation of the different types of igneous rocks • Explain how the movement of plates leads to the formation of folds and faults • Describe how layers of rocks (stratified rocks) are formed • Describe the different methods (relative and • absolute dating) to determine the age of stratified rocks • Explain how relative and absolute dating were used to determine the subdivisions of geologic time • Describe how the Earth’s history can be • interpreted from the geologic time scale | Day 1-2 Give evidence for and describe the formation of heavier elements during star formation and evolution (S11/12PS 2a 1) | Create new business ideas in computer systems servicing by using various techniques TLE_EM7-12-00-19 | Determine the limiting reactant in a reaction and calculate the amount of product formed. | Describe the general types of intermolecular forces S11/12PS-IIIc-d-17 | Describe the general types of intermolecular forces | ||||
50 | 2 | Determine the limiting reactant in a reaction and calculate the amount of product formed | Determine the limiting reactant in a reaction and calculate the amount of product formed | Use simple collision theory to explain the effects of concentration, temperature, and particle size on the rate of reaction | Explain how the concept of atomic number led to the synthesis of new elements in the laboratory | Describe the general types of intermolecular forces | Use simple collision theory to explain the effects of concentration, temperature, and particle size on the rate of reaction (S11/12PS-IIIf-23) | 8. explain how the structures of biological macromolecules such as carbohydrates, lipids, nucleic acid, and proteins determine their properties and functions S11/12PS-IIIe-22 | Use simple collision theory to explain the effects of concentration, temperature, and particle size on the rate of reaction | Engages in moderate to vigorous physical activktites(MVPAS) for atleast 60 minutes most of days of the week in a variety of settings in-and out-of school. | Describe the general types of intermolecular forces | Calculate range, time of flight, and maximum heights of projectiles (STEM_GP12KIN-Ic- 23) | • Identify common rock-forming minerals using their physical and chemical properties. • Classify rocks into igneous, sedimentary, and Metamorphic • Explain how the products of weathering are carried away by erosion and deposited elsewhere • Describe where the Earth’s internal heat comes from. • Describe how magma is formed (magmatism) • Describe the physical and chemical changes in rocks due to changes in pressure and temperature (metamorphism) • Compare and contrast the formation of the different types of igneous rocks • Explain how the movement of plates leads to the formation of folds and faults • Describe how layers of rocks (stratified rocks) are formed • Describe the different methods (relative and • absolute dating) to determine the age of stratified rocks • Explain how relative and absolute dating were used to determine the subdivisions of geologic time • Describe how the Earth’s history can be • interpreted from the geologic time scale | Day 1-2 Determine if a molecule is polar or nonpolar given its structure (S11/12PS-IIIc-15) | Recognize and understand the market in computer systems servicing TLE_EM7-12-00-1 | Explain the effect of intermolecular forces on the properties of substances | Explain how the concept of atomic number led to the synthesis of new elements in the laboratory S11/12PS-IIIb-11 | Use simple collision theory to explain the effects of concentration, temperature, and particle size on the rate of reaction | ||||||
51 | 3 | Explain how the structures of biological macromolecules and proteins determine their properties and functions | Use simple collision theory to explain the effects of concentration, temperature, and particle size on the rate of reaction. Define catalyst and describe how it affects reaction rate | Define catalyst and describe how it affects reaction rate. | Give evidence for and describe the formation of heavier elements during star formation and evolution | Determine the limiting reactant in a reaction and calculate the amount of product formed | From product labels, identify the active ingredient(s) of cleaning products used at home (S11/12PS-IIIi-j-31) | 10. describe the nuclear model of the atom and the location of its major components (protons, neutrons, and electrons) S11/12PS-IIIb-10 | From product labels, identify the active ingredient(s) of cleaning products used at home | Analyzes physiological indicators such as heart rate, rate of perceived excertion and pacing associated with MVPAs to monitor and/or adjust participation or effort. | Explain the effect of intermolecular forces on the properties of substances | Interpret displacement and velocity, respectively, as areas under velocity vs. time and acceleration vs. time curves (STEM_GP12KINIb-14) | • Identify common rock-forming minerals using their physical and chemical properties. • Classify rocks into igneous, sedimentary, and Metamorphic • Explain how the products of weathering are carried away by erosion and deposited elsewhere • Describe where the Earth’s internal heat comes from. • Describe how magma is formed (magmatism) • Describe the physical and chemical changes in rocks due to changes in pressure and temperature (metamorphism) • Compare and contrast the formation of the different types of igneous rocks • Explain how the movement of plates leads to the formation of folds and faults • Describe how layers of rocks (stratified rocks) are formed • Describe the different methods (relative and • absolute dating) to determine the age of stratified rocks • Explain how relative and absolute dating were used to determine the subdivisions of geologic time • Describe how the Earth’s history can be • interpreted from the geologic time scale | Day 1-2 Give evidence for and describe the formation of heavier elements during star formation and evolution (S11/12PS 2a 1) | Recognize Personal Entrepreneurial Competencies and Skills (PECs) needed in computer systems servicing TLE_PECS7-12-00-1 | Define catalyst and describe how it affects reaction rate. | Determine if a molecule is polar or non-polar given its structure S11/12PS-IIIc-15 | Explain how the structures of biological macromolecules such as carbohydrates, lipids, nucleic acid, and proteins determine their properties and functions | ||||||
52 | 4 | From product labels, identify the active ingredient/s of cleaning products used at home | Determine the limiting reactant in a reaction and calculate the amount of product formed | From product labels, identify the active ingredient(s) of cleaning products used at home & Identify the major ingredients of personal care products (cosmetics) such as body lotion, skin whitener, deodorants, and perfumes. | Explain how the structures of biological macromolecules such as carbohydrates, lipids, nucleic acid, and proteins determine their properties and functions. | Determine the limiting reactant in a reaction and calculate the amount of product formed | Use simple collision theory to explain the effects of concentration, temperature, and particle size on the rate of reaction (S11/12PS-IIIf-23) | 4. describe how elements heavier than iron are formed S11/12PS-IIIa-b-4 | . Determine the limiting reactant in a reaction and calculate the amount of product formed | Self-assess health-related fitness (HRF). Status barriers to physucal activtiy assessment participation and one's diet. | Explain the effect of intermolecular forces on the properties of substances | Describe motion using the concept of relative velocities in 1D and 2D (STEM_GP12KIN-Ic-20) | • Identify common rock-forming minerals using their physical and chemical properties. • Classify rocks into igneous, sedimentary, and Metamorphic • Explain how the products of weathering are carried away by erosion and deposited elsewhere • Describe where the Earth’s internal heat comes from. • Describe how magma is formed (magmatism) • Describe the physical and chemical changes in rocks due to changes in pressure and temperature (metamorphism) • Compare and contrast the formation of the different types of igneous rocks • Explain how the movement of plates leads to the formation of folds and faults • Describe how layers of rocks (stratified rocks) are formed • Describe the different methods (relative and • absolute dating) to determine the age of stratified rocks • Explain how relative and absolute dating were used to determine the subdivisions of geologic time • Describe how the Earth’s history can be • interpreted from the geologic time scale | Day 3-4. Give the use of the other ingredients in cleaning agents (S11/12PS -IIIi - j -32) | Recognize and understand the market in computer systems servicing TLE_EM7-12-00-1 | Define catalyst and describe how it affects reaction rate. | Explain the effect of intermolecular forces on the properties of substances S11/12PS-IIId-e-19 | Determine the limiting reactant in a reaction and calculate the amount of product formed | ||||||
53 | 5 | Use simple collision theory to explain the effects of concentration, temperature and size on the rate reaction | Determine the limiting reactant in a reaction and calculate the amount of product formed | Explain how the concept of atomic number led to the synthesis of new elements in the laboratory. | Explain how the structures of biological macromolecules such as carbohydrates, lipids, nucleic acid, and proteins determine their properties and functions. | Explain the effect of intermolecular forces on the properties of substances | Describe the general types of intermolecular forces (S11/12PS-IIIc-d-17) | 4. describe how elements heavier than iron are formed S11/12PS-IIIa-b-4 | Explain how the concept of atomic number led to the synthesis of new elements in the laboratory | Engages in moderate to vigorous physical activktites(MVPAS) for atleast 60 minutes most of days of the week in a variety of settings in-and out-of school. | Describe how energy is harnessed from different sources: A. Fossil fuels B. Biogas C. Geothermal D. Hydrothermal E. Batteries F. Solar cells G. Biomass | Construct velocity vs. time and acceleration vs. time graphs, respectively, corresponding to a given position vs. time-graph and velocity vs. time graph and vice versa (STEM_GP12KINIb-16) | • Identify common rock-forming minerals using their physical and chemical properties. • Classify rocks into igneous, sedimentary, and Metamorphic • Explain how the products of weathering are carried away by erosion and deposited elsewhere • Describe where the Earth’s internal heat comes from. • Describe how magma is formed (magmatism) • Describe the physical and chemical changes in rocks due to changes in pressure and temperature (metamorphism) • Compare and contrast the formation of the different types of igneous rocks • Explain how the movement of plates leads to the formation of folds and faults • Describe how layers of rocks (stratified rocks) are formed • Describe the different methods (relative and • absolute dating) to determine the age of stratified rocks • Explain how relative and absolute dating were used to determine the subdivisions of geologic time • Describe how the Earth’s history can be • interpreted from the geologic time scale | Day 1-2 Use simple collision theory to explain the effects of concentration, temperature, and particle size on the rate of reaction (S11/12PS�IIIf-23) | Recognize Personal Entrepreneurial Competencies and Skills (PECs) needed in computer systems servicing TLE_PECS7-12-00-2 | Determine the limiting reactant in a reaction and calculate the amount of product formed. | Explain how the structures of biological macromolecules such as carbohydrates, lipids, nucleic acid, and proteins determine their properties and functioins S11/12PS-IIIe-22 | Explain the effect of intermolecular forces on the properties of substances | ||||||
54 | PHYSICAL EDUCATION AND HEALTH 3 (core) | G12 | 1 | Self-assesses health-related fitness (HRF) status, barriers to physical activity assessment participation and one’s diet. PEH12FH-Ig-i6 | Organizes fitness event for a target health issue or concern. | Discusses the nature of the different dances | Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out- of school." | Observes personal safety protocol to avoid dehydration, overexertion, hypo and hyperthermia during MVPA participation. | Sets FITT goals based on training principles to achieve and/or maintain HRF. | Sets FITT goals based on training principles | Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school | Cites specific sources to support claims | Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort | Describes the connection of health behaviors (eating habits, sleep and stress management) to health risks factors and physical activity assessment performance PEH12FH-Id-3 | Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out of school | Explains how to optimize the energy systems for safe and improved performance (PEH12FH-lb-c-2) | Plan a task to ensure that OHS guidelines and procedures are followed | Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA participation. | Explains how to optimize the energy systems for safe and improved performance. | Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet | ||||
55 | 2 | Discusses the nature of the different dances PEH12FH-Ia-19 | Self-assesses health-related fitness (HRF) status, barriers to physical activity assessment participation and one’s diet; | Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school | Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of-school Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA participation Demonstrates proper etiquette and safety in the use of facilities and equipment Participates in an organized event that addresses health" | Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort. | Sets FITT goals based on training principles to achieve and/or maintain HRF. | Engages in moderate to vigorous physical activities (MVPA) | Sets Frequency Intensity Time Type (FITT) goals based on training principles to achieve and/or maintain health-related fitness (HRF). | differentiates language used in academic texts from various disciplines | Self-assess health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet explain the different life processes. | Explains how to optimize the energy systems for safe and improved performance PEH12FH-Ib-c-2 | Sets FITT goals based on training principles to achieve and/or maintain HRF | Explains how to optimize the energy systems for safe and improved performance (PEH12FH-lb-c-2) | Access program/ application containing the information required according to company procedures. | Sets FITT goals based on training principles to achieve and /or maintain HRF. | Applies physical fitness skills and values in dance for lifelong health and wellness. | Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort | ||||||
56 | 3 | Discusses the nature of the different dances PEH12FH-Ia-19 | Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort; | Describes the connection of health behaviors (eating habits, sleep and stress management) to health risks factors and physical activity assessment performance | Discusses the nature of the different dances Explains how to optimize the energy systems for safe and improved performance Explains the role of PAs in managing one’s stress " | Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of-school. | Discusses the nature of the different dances | Self-assesses health-related fitness (HRF), barriers, participation, diet | Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school | Cites specific sources to support claims | Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of-school | Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort. PEH12FH-Ik-t-9 | Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA participation | Differentiates types of eating (fueling for performance, emotional eating, social eating, eating while watching tv or dance events) (PEH12FH-Ie-4) | Perform work within ergonomic guidelines. | Self-assess health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet. | Assesses physical activity, exercise, and dance in relation to fitness and health. | Discusses the nature of the different dances | ||||||
57 | 4 | Discusses the nature of the different dances PEH12FH-Ia-19 | Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out of school; | Analyzes physiological indicators such as heart rate, rate of perceived exertion, and pacing associated with MVPAs to monitor and/or adjust participation or effort | Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of-school Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA participation Demonstrates proper etiquette and safety in the use of facilities and equipment Participates in an organized event that addresses health" | Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of-school. | Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school | Self-assesses health-related fitness (HRF), barriers, participation, diet | Sets Frequency Intensity Time Type (FITT) goals based on training principles to achieve and/or maintain health-related fitness (HRF). | Uses appropriate critical writing a techniques such as formalism, feminism etc. Writes an objective/balanced review or a critique of a work of art, an event or a program | Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of-school | Discusses the nature of the different dances PEH12FH-Ia-19 | Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA participation | Differentiates types of eating (fueling for performance, emotional eating, social eating, eating while watching tv or dance events) (PEH12FH-Ie-4) | Process entered data using appropriate software commands | Participate in an organized event that addresses health/fitness issues and concerns. | Explains how to optimize the energy systems for safe and improved performance. | Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet | ||||||
58 | 5 | Discusses the nature of the different dances PEH12FH-Ia-19 | Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA participation; | Explains the role of physical activity assessments in managing one’s stress | Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of-school Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA participation Demonstrates proper etiquette and safety in the use of facilities and equipment Participates in an organized event that addresses health" | Observes personal safety protocol to avoid dehydration, overexertion, hypo and hyperthermia during MVPA participation. | Differentiates types of eating (fueling for performance, emotional eating, social eating, eating while watching tv or dance events) | Self-assesses health-related fitness (HRF), barriers, participation, diet | Demonstrates proper etiquette and safety in the use of facilities and equipment | uses various techniques in summarizing a variety of academic texts | Observes personal safety protocol to avoid dehydration, overexertion, hypo and hyperthermia during MVPA participation | Explains how to optimize the energy systems for safe and improved performance PEH12FH-Ib-c-2 | . Self-assesses health-related fitness (HRF) status, barriers to physical activity assessment participation and one’s diet; | Describes the connection of health behaviors (eating habits, sleep and stress management) to health risk factors nad physical assessment performance (PEH12FH-ld-3) | Access program/ application containing the information required according to company procedures. | Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of-school. | Applies physical fitness skills and values in dance for lifelong health and wellness. | Discusses the nature of the different dances | ||||||
59 | DISASTER READINESS AND RISK REDUCTION (core) | G12 | 1 | Interpret different volcano hazard maps. | Define and cites examples of the types of hazards. | EARTHQUAKE HAZARDS | Explain the concept of disaster | Interpret different earthquake hazard map. | Analyze different causes of fire | Interpret different earthquake hazard maps. | synthesizes information from relevant literature | Differentiate the nature and functions of Social Science disciplines with the natural sciences | Define hazards. | Day 5: Explain why various elements may be exposed to hazards:1 Physical, 2. Social, 3. Economic, 4. Environmental, and 5. Vulnerability of each exposed element. | Explains how to optimize the energy systems for safe and improved performance | Differentiate among hazards, exposure and vulnerabilities and explain the relationship of the three to disaster risk | Explains how to optimize the energy systems for safe and improved performance. | Recognize the natural signs of an impending tsunami; | ||||||
60 | 2 | Differentiate the risk factors underlying disasters. | Identify various potential earthquake hazards. | BASIC CONCEPT OF HAZARDS | Describe the effects of disasters on one’s life. | Differentiates among hazards, exposure, and vulnerabilities and explain the relationship of the three to disaster risk. | Observe precautionary measures during fire incidents | Recognize the natural signs of an impending tsunami. | designs research useful in daily life | Analyze the basic concepts and principles of the major social science theories | Define hazards. | Day 5: Explain why various elements may be exposed to hazards:1 Physical, 2. Social, 3. Economic, 4. Environmental, and 5. Vulnerability of each exposed element. | Differentiates types of eating (fueling for performance, emotional eating, social eating, eating while watching tv or recreation events) | Define and cite example of the types of hazards | Applies physical fitness skills and values in dance for lifelong health and wellness. | Explain the meaning of disaster | ||||||||
61 | 3 | Explain why certain sectors of society are more vulnerable to disaster than others. | Identify various potential earthquake hazards. | BASIC CONCEPT OF HAZARDS | Recognize the natural signs of an impending tsunami. | Differentiates among hazards, exposure, and vulnerabilities and explain the relationship of the three to disaster risk. | Interpret earthquake hazard maps | Define and cites examples of the types of hazards. | differentiates kinds of variables and their uses | Explain the major events and its contribution that led to the emergence of the social science disciplines | Describe the effects of disasters on one’s life. | Day 14: Disaster risk reduction: 1. Concept of DRR, 2. Importance of DRR, and 3. Key Principles | Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort. | Explain the meaning of disaster | Assesses physical activity, exercise, and dance in relation to fitness and health. | Differentiate among hazards, exposure, and vulnerabilities and give examples from actual situations. | ||||||||
62 | 4 | Identify various potential earthquake hazards. | Differentiate the risk factors underlying disasters | VOLCANO HAZARDS | Recognizes vulnerabilities of different elements exposed to specific hazards. | Explain the impact of various hazards on people and the environment. | Define and cite examples of the types of hazards | Explain the impact of various hazards on people and the environment. | describes background of research | Explain the major events and its contribution that led to the emergence of the social science disciplines | Analyze disaster from the different perspectives (physical, psychological, socio-cultural, economic, political, and biological). | Day 14: Disaster risk reduction: 1. Concept of DRR, 2. Importance of DRR, and 3. Key Principles | Describes the role of physical activity assessments in managing one’s stress | Recognize signs of an impending volcanic eruption. | Explains how to optimize the energy systems for safe and improved performance. | Give examples of the types of hazards | ||||||||
63 | 5 | Recognize the natural signs of an impending tsunami. | Describe the effects of disasters on one’s life. | EXPOSURE AND VULNERABILITY | Recognizes vulnerabilities of different elements exposed to specific hazards. | Explain the impact of various hazards on people and the environment. | Define and cite examples of the types of hazards | Interpret different earthquake hazard maps. | defines terms used in study | Apply the social science ideas and its importance in examining socio-cultural, economic, and political conditions | Recognize the natural signs of an impending tsunami. | Day 6: Recognize the elements that may be exposed to hazards:1 Physical, 2. Social, 3. Economic, 4. Environmental, and 5. Vulnerability of each exposed element. | Recognizes the value of optimizing one’s health through participation in physical activity assessments | Explain why certain sectors of society are more vulnerable to disaster than others | Applies physical fitness skills and values in dance for lifelong health and wellness. | Differentiate among hazards, exposure, and vulnerabilities and give examples from actual situations. | ||||||||
64 | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES (applied) | G12 | 1 | Comprehend various kinds of concept paper | States the thesis statement of an academic text (CS_EN11/12A-EAPP_Ia-c-6) | Use imagery, diction, figures of speech, and specific experiences to evoke meaningful responses from readers (HUMMS_CW/MP11/12-1a-b-4) | Differentiates language used in academic texts from various disciplines (CS_EN11/12A-EAPP-Ia-c-2) | 5. raises legitimate, contrary viewsin an appropriate manner CS_EN11/12A-EAPP-Id-f-15 | States thesis statement | Cites specific sources to support claims (CS_EN11/12A-EAPP_Id-f-12) | Uses knowledge of text structure to glean the information he/she needs (CS_EN11/12A-EAPP-Ia-c-4) | Nakasusulat nang maayos na akademikong sulatin | Determines the ways a writer can elucidate on a concept by definition, explication and clarification | Outlines reading texts in various disciplines | Differentiates language used in academic texts from various disciplines | Determines the ways a writer can elucidate on a concept by definition, explication | Analyze disaster from the different perspectives (physical, psychological, socio-cultural, economic, political, and biological). | explains the specific ideas contained in various academic texts | Use knowledge of text structure to glean the information needed. ( Critical Reading Strategies/ Locating Main Ideas ) | Constructs an instrument and establishes its validity and reliability | ||||
65 | 2 | Determine the ways a writer can elucidate on a concept by definition, explication and clarification | States the thesis statement of an academic text (CS_EN11/12A-EAPP_Ia-c-6) | Identify the various elements, techniques, and literacy devices in various modes of fiction (HUMMS_CW/MP1g-1-11) | Differentiates language used in academic texts from various disciplines (CS_EN11/12A-EAPP-Ia-c-2) | 2. differentiates language used in academic texts from various disciplines CS_EN11/12A-EAPP-Ia-c-2 | Uses text structures to glean information | Cites specific sources to support claims (CS_EN11/12A-EAPP_Id-f-12) | Determines the structure of a specific academic text (CS_EN11/12A-EAPP-Ia-c-1) | Nakasusulat nang maayos na akademikong sulatin | Cites specific sources to support claims | Determines the ways a writer elucidates a concept, explication, and clarification. | Uses knowledge of text structure to glean the information he/she needs | Outlines reading texts in various disciplines | Differentiate among hazards, exposure, and vulnerabilities and explain the relationship of the three to disaster risk | cites specific sources | Uses various techniques in summarizing a variety of academic texts. ( Summarizing ) | Designs a research used in daily life | ||||||
66 | 3 | Uses appropriate critical approaches in writing a critique | Use knowledge of text structure to glean the information needed (CS_EN11/12A-EAPP-Ia-c-4) | Identify the various elements, techniques, and literacy devices in various modes of fiction (HUMMS_CW/MP1g-1-11) | Determines the ways a writer can elucidate on a concept by definition, explication and clarification CS_EN11/12A-EAPP-Ig-j-24 | 3. explains the specific ideas contained in various academic texts CS_EN11/12A-EAPP-Ia-c-3 | Writes an objective critique or review | Cites specific sources to support claims (CS_EN11/12A-EAPP_Id-f-12) | Determines the ways a writer can elucidate on a concept by definition, explication and clarification CS_EN11/12A-EAPP-Ig-j-20 | Nakasusulat nang maayos na akademikong sulatin | Determines the ways a writer can elucidate on a concept by definition, explication and clarification | Uses appropriate critical writing a critique such as formalism, feminism, etc. | Uses various techniques in summarizing a variety of academic texts. | Differentiates language used in academic texts from various disciplines | Explain the impact of various hazards on people and the environment | determines the structure of a specific academic text | States the thesis statement of an academic text . ( Thesis Statement ) | Describes characteristics, strengths, weaknesses, and kinds of quantitative | ||||||
67 | 4 | Comprehend various kinds of concept paper | Use knowledge of text structure to glean the information needed (CS_EN11/12A-EAPP-Ia-c-4) | Identify the various elements, techniques, and literacy devices in various modes of fiction (HUMMS_CW/MP1g-1-11) | Uses knowledge of text structure to glean the information he/she needs (CS_EN11/12A-EAPP-Ia-c-4) | cites specific sources to support claims CS_EN11/12A-EAPP-Id-f-12 | Elucidates a concept (definition, explication, clarification) | Cites specific sources to support claims (CS_EN11/12A-EAPP_Id-f-12) | Determines the ways a writer can elucidate on a concept by definition, explication and clarification CS_EN11/12A-EAPP-Ig-j-20 | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong sulatin | Determines the ways a writer can elucidate on a concept by definition, explication and clarification | Outlines reading texts in various disciplines | State the thesis statement of an academic text. | Uses knowledge of text structure to glean the information he/she needs | Recognize signs of impending hydrometeorological hazards | cites specific sources | States the thesis statement of an academic text . ( Thesis Statement ) | Describes characteristics, strengths, weaknesses, and kinds of quantitative | ||||||
68 | 5 | Outline reading texts in various disciplines | States the thesis statement of an academic text (CS_EN11/12A-EAPP_Ia-c-6) | Use imagery, diction, figures of speech, and specific experiences to evoke meaningful responses from readers (HUMMS_CW/MP11/12-1a-b-4) | Differentiates language used in academic texts from various disciplines (CS_EN11/12A-EAPP-Ia-c-2) | cites specific sources to support claims CS_EN11/12A-EAPP-Id-f-12 | States thesis statement | Differentiate language used in academic texts from various disciplines | Determines the structure of a specific academic text (CS_EN11/12A-EAPP-Ia-c-1) | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong sulatin | Uses appropriate critical writing a critique such as formalism, feminism, etc | States the thesis statement of an academic text | Uses various techniques in summarizing in a variety of academic texts | Uses appropriate critical writing a critique such as formalism, feminism, etc. | Explain DRR-related laws and policies | cites specific sources | Cites specific sources to support claims. (Citing Sources ) | Chooses appropriate quantitative research design | ||||||
69 | PRACTICAL RESEARCH 2 (applied) | G12 | 1 | Describes characteristics, strengths, weaknesses, and kinds of quantitative research | States research questions (CS_RS12-Id-e-4 to 7). | Characteristics, strength, weaknesses, kinds of Quantitative Research | Differentiates kinds of variables and their uses | Presents written review of related literature and conceptual framework- CS_RS12-If-j-9 | Describes background of research | - Explain the different types of variables | States research questions CS_RS12-Id-e-10 | Nabibigyang-kahulugan ang teknikal at bokasyunal na sulatin Nakikilala ang iba’t ibang teknikal-bokasyunal na sulatin ayon sa: Layunin Gamit | states research questions CS_RS12-Id-e-4 | Writes a research title and introduction CS_RS12-Id-e-4 | States research questions | Day 1 and 2: Illustrates and explain the conceptual framework (CS_RS12-If-j-6) " | Distinguish a holistic perspective from a partial point of view | Formulate clearly the statement of the research problem | Designs a research used in daily life | Cites specific sources to support claims uisng APA format | ||||
70 | 2 | Cites related literature using standard style (APA, MLA or Chicago Manual of Style) | Designs Research used in daily life (CS_RS12-Id-e-1 to 3). | Formulation of conceptual framework, research hypotheses, and define terms in the study, lists research hypothesis, present objectively written review of related literature and conceptual framework. | Differentiates kinds of variables and their uses | Presents written review of related literature and conceptual framework- CS_RS12-If-j-9 | Describes background of research | - Identify types of variables | Presents written review of related literature and conceptual framework CS_RS12-If-j-10 | Nakapagsasagawa ng panimulang pananaliksik kaugnay ng kahulugan,kalikasan at katangian ng iba’t ibang anyo ng sulating teknikal-bokasyunal | describes characteristics, strengths, weaknesses, and kinds of quantitative research CS_RS12-Ia-c-1 | Designs a research used in daily life CS_RS12-Id-e-4 | Indicates scope and delimitation of study | Day 1: Describe the characteristics of Quantitative Research. | Realize the value of doing philosophy in obtaining a broad perspective on life | Differentiate kinds of variables and their uses | Defines terms used in study | Cites specific sources to support claims uisng APA format | ||||||
71 | 3 | Writes coherent review of literature | Selects relevant literature, cites related literature using standard style (APA, MLA, or Chicago Manual of Style), and presents written review of related literature and conceptual framework (CS_RS12-If-j-1,CS_RS12-If-j-2,CS_RS12-If-j-9) | Range of research topics in the area of inquiry, value of research in the area of interest, the specificity and feasibility of the problem posed | Cites benefits and beneficiaries of study | Presents written statement of the problem - CS_RS12-Id-e-7 | Describes background of research | - Classify examples of variables in various contexts | States research questions CS_RS12-Id-e-12 | Nabibigyang-kahulugan ang teknikal at bokasyunal na sulatin Nakikilala ang iba’t ibang teknikal-bokasyunal na sulatin ayon sa: Layunin Gamit | describes background of research CS_RS12-Id-e-3 | Plans data analysis using statistics and hypothesis testing (if appropriate) S_RS12-IId-g- | Differentiates kinds of variables and their uses | Day 1 and 2: Illustrates and explain the conceptual framework (CS_RS12-If-j-6) " | Realize the value of doing philosophy in obtaining a broad perspective on life | Illustrate importance of quantitative research across fields | Indicates scope and delimitation of study | Cites specific sources to support claims uisng APA format | ||||||
72 | 4 | Writes a research title | Differentiates Dependent Variable and Independent Variable (CS_RS12-Ia_c-3). | Formulation of conceptual framework, research hypotheses, and define terms in the study, lists research hypothesis, present objectively written review of related literature and conceptual framework. | States research questions | Differentiates kinds of variables and their uses - CS_RS12-Ia-c-3 | Designs Research used in daily life (CS_RS12-Id-e-1 to 3) | - Formulate research titles and hypotheses | Illustrates and explain conceptual framework CS_RS12-If-j-6 | Nabibigyang-kahulugan ang teknikal at bokasyunal na sulatin Nakikilala ang iba’t ibang teknikal-bokasyunal na sulatin ayon sa: Layunin Gamit | cites benefits and beneficiaries of study CS_RS12-Id-e-6 | Writes a research title and introduction CS_RS12-Id-e-3 | Illustrates and explain the conceptual framework | Day 2: Indicates scope and delimitation of the study (CS_RS12-Id-e-5) | Show that care for the environment contributes to health, well-being and sustainable development | Formulate conceptual framework, hypotheses, and define terms | Illustrates and explain the conceptual framework | Differentiate academic text from non-academic text | ||||||
73 | 5 | Follows ethical standards in writing related literature | Selects relevant literature, cites related literature using standard style (APA, MLA, or Chicago Manual of Style), and presents written review of related literature and conceptual framework (CS_RS12-If-j-1,CS_RS12-If-j-2,CS_RS12-If-j-9) | Formulation of conceptual framework, research hypotheses, and define terms in the study, lists research hypothesis, present objectively written review of related literature and conceptual framework. | States research questions | Differentiates kinds of variables and their uses - CS_RS12-Ia-c-3 | Writes a research title | - Design a basic quantitative research framework, including variables | States research questions CS_RS12-Id-e-6 | Nakapagsasagawa ng panimulang pananaliksik kaugnay ng kahulugan,kalikasan at katangian ng iba’t ibang anyo ng sulating teknikal-bokasyunal | indicates scope and delimitation of study CS_RS12-Id-e-5 | Describes characteristics, strengths, weaknesses, and kinds of quantitative research CS_RS12-Ia-c- | Illustrates and explain the conceptual framework | Day 2: Describe the strengths and weaknesses of Quantitative Research. | Do a philosophical reflection on a concrete situation from a holistic perspective | Design methods for data collection and analysis | Describes characteristics, strengths, weaknesses, and kinds of quantitative research | Cites specific sources to support claims uisng APA format | ||||||
74 | PAGSULAT SA FILIPINO SA PILING LARANG (applied) | G12 | 1 | Nakikilala ang mga katangian ng mahusay na sulating akademiko sa pamamagitan ng mga binasang halimbawa. | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong sulatin CS_FA11/12PU-0d-f-93 | Nabibigyang-kahulugan ang akademikong pagsulat CS_FA11/12PB-0a-c-104 | Natutukoy ang katangian ng isang sulating akademiko CS_FA11/12PB-0m-o-102 | Natutukoy ang mahahalagang impormasyon sa isang pulong upang makabuo ng sintesis sa napag-usapan | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong sulatin | Nabibigyang-kahulugan ang akademikong pagsulat CS_FA11/12PB-0a-c-101 | Analyze the Market Needs | Natutukoy ang katangian ng isang sulating akademiko CS_FA11/12PB-0m-o-102 | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong slatin.(CS-FA11/12PU-0df93) | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong sulatin | Nabibigyang-kahulugan ang akademikong pagsulat CS_FA11/12PB�0a-c-102 | Describes sampling procedure and the sample CS_RS12-IIa-c-2 | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong sulatin CS_FA11/12PU-0d-f-93 (SINTESIS/BUOD) | Nakakasusulat nang maayos na akademikong sulatin | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong sulatin. | |||||
75 | 2 | Nakabubuo ng sulating may batayang pananaliksik ayon sa pangangailangan. | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong sulatin CS_FA11/12PU-0d-f-93 | Nakakasusulat nang maayos na akademikong sulatin CS_FA11/12PU Od-f92 | Nabibigyang-kahulugan ang akademikong pagsulat CS_FA11/12PB-0a-c-101 | Natitiyak ang mga elemento ng pinanood na programang pampaglalakbay | Nabibigyang-kahulugan ang akademikong pagsulat | Nakakasusulat nang maayos na akademikong sulatin CS_FA11/12PU Od-f92 | Characteristics of a successful entrepreneur | Natutukoy ang katangian ng isang sulating akademiko CS_FA11/12PB-0m-o-102 | Nakasusulat nang maayos ng akademikong sulatin(CS-FA11/12PU-0d-f92) | Nakikilala ang iba’t ibang akademikong sulatin ayon sa: (a) Layunin (b) Gamit (c) Katangian (d) Anyo | Nabibigyang-kahulugan ang akademikong pagsulat CS_FA11/12PB�0a-c-102 | Describes sampling procedure and the sample CS_RS12-IIa-c-2 | Nakakasusulat nang maayos na akademikong sulatin CS_FA11/12PU Od-f92 (AGENDA) | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong sulatin | Nakikilala ang iba't-ibang Akademikong Sulatin ayon sa Layunin,Gamit,Katangian at Anyo | |||||||
76 | 3 | Natutukoy ang mahahalagang impormasyong pinakinggan upang makabuo ng katitikan ng pulong at sintesis. | Nabibigyang-kahulugan ang akademikong pagsulat CS_FA11/12PB-0a-c-101 | Nakakasusulat nang maayos na akademikong sulatin CS_FA11/12PU Od-f92 | Nabibigyang-kahulugan ang akademikong pagsulat CS_FA11/12PB-0a-c-101 | Natutukoy ang mahahalagang impormasyon sa isang pulong upang makabuo ng sintesis sa napag-usapan | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong sulatin | Nakikilala ang iba’t ibang akademikong sulatin ayon sa: (a) Layunin (b) Gamit (c) Katangian (d) Anyo CS_FA11/12PN-0a-c-90 | Understand the concept of needs and wants | Nabibigyang-kahulugan ang mga terminong akademiko na may kaugnayan sa piniling sulatin CS_FA11/12PT-0m-o-90 | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong slatin.(CS-FA11/12PU-0df93) | Nakasusulat ng talumpati batay sa napakinggang halimbawa | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong sulatin CS_FA11/12PU-0d-f-95 | Chooses appropriate quantitative research design CS_RS12-IIa-c-1 | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong sulatin CS_FA11/12PU-0d-f-93 (AGENDA) | Nakakasusulat nang maayos na akademikong sulatin | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong sulatin. | |||||||
77 | 4 | Nakapagsasagawa ng panimulang pananaliksik kaugnay ng kahulugan, kalikasan, at katangian ng iba’t ibang anyo ng sulating akademiko. | Nakakasusulat nang maayos na akademikong sulatin CS_FA11/12PU Od-f92 | Nakakasusulat nang maayos na akademikong sulatin CS_FA11/12PU Od-f92 | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong sulatin CS_FA11/12PU-0d-f-93 | Natutukoy ang mahahalagang impormasyon sa isang pulong upang makabuo ng sintesis sa napag-usapan | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong sulatin | Nakakasusulat nang maayos na akademikong sulatin CS_FA11/12PU Od-f92 | Explore Job Opportunities for entrepreneurship as a career | Nakabubuo ng sulating may batayang pananaliksik ayon sa pangangailangan CS_FA11/12PU-0p-r-95 | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong slatin.(CS-FA11/12PU-0df93) | Nakakasusulat nang maayos na akademikong sulatin | Nakakasusulat nang maayos na akademikong sulatin CS_FA11/12PU Od-f92 | Chooses appropriate quantitative research design CS_RS12-IIa-c-1 | Nakakasusulat nang maayos na akademikong sulatin CS_FA11/12PU Od-f92 (SINTESIS/BUOD) | Nakakasusulat nang maayos na akademikong sulatin | Napagtitibay ang natamong kasanayan sa pagsulat ng talumpati sa pamamagitan ng pinakinggang halimbawa. | |||||||
78 | 5 | Nakikilala ang mga katangian ng mahusay na sulating akademiko sa pamamagitan ng mga binasang halimbawa. | Nakakasusulat nang maayos na akademikong sulatin CS_FA11/12PU Od-f92 | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong sulatin CS_FA11/12PU-0d-f-93 | Natutukoy ang katangian ng isang sulating akademiko CS_FA11/12PB-0m-o-102 | Naisasaalang-alang ang etika sa binubuong akademikong sulatin | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong sulatin | Nakakasusulat nang maayos na akademikong sulatin CS_FA11/12PU Od-f92 | Understand the concepts of Entrepreneurship. | Naisasaalang-alang ang etika sa binubuong akademikong sulatin CS_FA11/12EP-0p-r-40 | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong slatin.(CS-FA11/12PU-0df93) | Nakakasusulat nang maayos na akademikong sulatin | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong sulatin CS_FA11/12PU-0d-f-94 | Chooses appropriate quantitative research design CS_RS12-IIa-c-1 | Nakakasusulat nang maayos na akademikong sulatin CS_FA11/12PU Od-f92 (SINTESIS/BUOD) | Nakakasusulat nang maayos na akademikong sulatin | Natutukoy ang mahahalagang impormasyong napakinggan upang makabuo ng katitikan ng pulong at sintesis. | |||||||
79 | ENTREPRENEURSHIP (applied) | G12 | 1 | Explore job opportunities for Entrepreneurship as a career | Analyze the Market Needs | Entrepreneurship | TLE_ICTAN11/12 PC-la-1 Identify the market problem to be solved or the market needs to be met / Propose solution/s in terms of product/s and service/s that will meet the need using techniques on seeking, screening, and seizing opportunities / Analyze the market needs / Determine the possible product/s or service/s that will meet the need / Screen the proposed solution/s based on viability, profitability, and customer requirements / Select the best product or service that will meet the market need. | Determine the possible product/s or service/s that will meet the need; | Identify the market problem to be solved or the market needs to be met 2. Propose solution/s in terms of product/s and service/s that will meet the need using techniques on seeking, screening, and seizing opportunities 3. Analyze the market needs 4. Determine the possible product/s or service/s that will meet the need 5. Screen the proposed solution/s based on viability, profitability, and customer requirements 6. Select the best product or service that will meet the market need. organizations. | Recognize the importance of marketing mix in the development of marketing mix in the development of marketing strategy. Develop a Brand Name. | Recognize a potential market | Determine the possible product/s or service/s that will meet the need | Propose solution/s in terms of product/s and service/s that will meet the need using techniques on seeking, screening, and seizing opportunities | • Describe the Marketing Mix (7Ps) in relation to the business opportunity vis-à- vis: Product; Place; Price; Promotion; People; Packaging; and Positioning • Develop a brand name | Day 7: Describe the Marketing Mix (7Ps) in relation to the business opportunity vis-àvis: 3.1.1 Product; 3.1.2 Place; 3.1.3 Price; 3.1.4 Promotion; 3.1.5 People; 3.1.6 Packaging; and 3.1.7 Positioning | CS_FA11/12WG-0p-r-93 Nakasusulat ng sulating batay sa maingat, wasto, at angkop na paggamit ng wika | Determine the possible product/s or service/s that will meet the need; | Nakapagsasagawa ng panimulang pananaliksik kaugnay ng kahulugan, kalikasan at katangian ng iba’t ibang anyo ng sulating teknikal-bokasyunal | Natutukoy ang mahahalagang impormasyong napakinggan upang makabuo ng katitikan ng pulong at sintesis. | |||||
80 | 2 | Explore job opportunities for Entrepreneurship as a career | Recognize the importance of marketing mix in development of marketing strategy | Analyze the Market Needs | Explore job opportunities for Entrepreneurship as a career, consequences of socialization. | Describe the Marketing Mix (7Ps) in relation to the business opportunity vis-à- vis: Product; Place; Price; Promotion; People; Packaging; and Positioning | Explain the core competencies in Entrepreneurship | Analyze the market need | Recognize a potential market | Determine the possible product/s or service/s that will meet the need | Represent real-life situations using exponential functions and distinguishes exponential function, exponential equation, and exponential inequality | Describe the Marketing Mix (7Ps) in relation to the business opportunity vis-à- vis: Product; Place; Price; Promotion; People; Packaging; and Positioning • Develop a brand name | Day 5: Screen the proposed solution/s based on viability, profitability, and customer requirements | CS_FA11/12PU-0p-r-95 Nakabubuo ng sulating may batayang pananaliksik ayon sa pangangailangan | Recognize the importance of marketing mix in the development of marketing strategy | Naipapaliwanag sa paraang sistematiko at malinaw ang piniling anyo sa pamamagitan ng paggamit ng angkop na mga termino (FLYERS/LEAFLETS) | Nakikilala ang iba't-ibang Akademikong Sulatin ayon sa Layunin,Gamit,Katangian at Anyo | |||||||
81 | 3 | Recognize the importance of marketing mix in the development of marketing strategy | Recognize Potential Market | Analyze the Market Needs | Describe the unique selling proposition and value proposition that differentiates one’s product/service from existing products/services / Determine who the customers are in terms of: a. Target market b.Customer requirements c. Market size / Validate customer-related concerns through: a. Interview b.Focused Group Discussion c. Survey | Describe the Marketing Mix (7Ps) in relation to the business opportunity vis-à- vis: Product; Place; Price; Promotion; People; Packaging; and Positioning | Explain the core competencies in Entrepreneurship | Analyze the market need | Explore job opportunities for Entrepreneurship as a Career | Determine the possible product/s or service/s that will meet the need | Describe the Marketing Mix (7Ps) in relation to the business opportunity | Describe the Marketing Mix (7Ps) in relation to the business opportunity vis-à- vis: Product; Place; Price; Promotion; People; Packaging; and Positioning • Develop a brand name | Day 7: Describe the Marketing Mix (7Ps) in relation to the business opportunity vis-àvis: 3.1.1 Product; 3.1.2 Place; 3.1.3 Price; 3.1.4 Promotion; 3.1.5 People; 3.1.6 Packaging; and 3.1.7 Positioning | CS_FA11/12PU-0p-r-95 Nakabubuo ng sulating may batayang pananaliksik ayon sa pangangailangan | Screen the proposed solution/s based on viability, profitability, and customer requirements; | Nakikilala ang iba’t ibang teknikal-bokasyunal na sulatin ayon sa: a.) Layunin (b.) Gamit (c.) Katangian (d.) Anyo (e.) Target na gagamit | Natutukoy ang mahahalagang impormasyong napakinggan upang makabuo ng katitikan ng pulong at sintesis. | |||||||
82 | 4 | Recognize a potential market: Analyze market need, determine product/service, screen based on viability, profitability, and customer needs | Develop Brand Name | Entrepreneurship | TLE_ICTAN11/12 PC-la-1 Identify the market problem to be solved or the market needs to be met / Propose solution/s in terms of product/s and service/s that will meet the need using techniques on seeking, screening, and seizing opportunities / Analyze the market needs / Determine the possible product/s or service/s that will meet the need / Screen the proposed solution/s based on viability, profitability, and customer requirements / Select the best product or service that will meet the market need. | Explore job opportunities for Entrepreneurship as a career | Explore job opportunities for Entrepreneurship as a career. consequences of socialization. | Explore job opportunities for Entrepreneurship as a career | Recognize a potential market | Determine the possible product/s or service/s that will meet the need | Describe the unique selling proposition and value proposition that differentiates one’s product/service from existing products/services | Recognize the importance of marketing mix in the development of marketing strategy | Day 7: Describe the Marketing Mix (7Ps) in relation to the business opportunity vis-àvis: 3.1.1 Product; 3.1.2 Place; 3.1.3 Price; 3.1.4 Promotion; 3.1.5 People; 3.1.6 Packaging; and 3.1.7 Positioning | CS_FA11/12PT-0m-o-90 Nabibigyang-kahulugan ang mga terminong akademiko na may kaugnayan sa piniling sulatin | Determine the possible product/s or service/s that will meet the need; | Nakikilala ang iba’t ibang teknikal-bokasyunal na sulatin ayon sa: a.) Layunin (b.) Gamit (c.) Katangian (d.) Anyo (e.) Target na gagamit | Nakapagsasagawa ng panimulang pananaliksik kaugnay ng kahulugan,kalikasan,at katangian ng iba't -ibang anyo ng sulating akademiko | |||||||
83 | 5 | Recognize a potential market: Analyze market need, determine product/service, screen based on viability, profitability, and customer needs | Incorporating Marketability | Concept of Entrepreneurship | Explain the core competencies in Entrepreneurship | Recognize the importance of marketing mix in the development of marketing strategy | Explore job opportunities for Entrepreneurship as a career. consequences of socialization. | Recognize the importance of marketing mix in the development of marketing mix in the development of marketing strategy. Develop a Brand Name. | Develop a brand name | Determine the possible product/s or service/s that will meet the need | Explore job opportunities for Entrepreneurship as a career | • Describe the Marketing Mix (7Ps) in relation to the business opportunity vis-à- vis: Product; Place; Price; Promotion; People; Packaging; and Positioning • Develop a brand name | Day 7: Describe the Marketing Mix (7Ps) in relation to the business opportunity vis-àvis: 3.1.1 Product; 3.1.2 Place; 3.1.3 Price; 3.1.4 Promotion; 3.1.5 People; 3.1.6 Packaging; and 3.1.7 Positioning | CS_FA11/12PN-0j-l-92 Natutukoy ang mahahalagang impormasyong pinakinggan upang makabuo ng katitikan ng pulong at sintesis | Describe the Marketing Mix (7Ps) in relation to the business opportunity vis-à- vis | Naililista ang mga katawagang teknikal kaugnay ng piniling anyo • Naiisa-isa ang mga hakbang sa pagsasagawa ng mga binasang halimbawang sulating teknikal- bokasyunal | Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong sulatin. | |||||||
84 | Write journal entries and other short compositions exploring key elements of fiction HUMSS_CW/MPIg-i-19 | Differentiate exocytosis and endocytosis. | Analyze the market need: CS_EP11/12ENTREP-0a-3 need: CS_EP11/12ENTREP-0a-3 | Identify the market problem to be solved or the market need to be met | Explore job opportunities for Entrepreneurship as a career. CS_EP11/12ENTREP-0a-1 | |||||||||||||||||||
85 | Write journal entries and other short compositions exploring key elements of fiction HUMSS_CW/MPIg-i-16 | Characterize the phases of the cell cycle and their control points. | Identify the market problem to be solved or the market need to be met; CS_EP11/12ENTREP-0a-1 | Screen the proposed solution/s based on viability, profitability, and customer requirements | Demonstrate understanding of the 4Ms of operations. CS_EP11/12ENTREP-0h-j-12 | |||||||||||||||||||
86 | Identify the various elements, techniques, and literary devices in various modes of fiction. HUMSS_CW/MPIg-i-15 | Distinguish prokaryotic and eukryotic cells according to their distinguishing features. | Propose solution/s in terms of product/s and service/s that will meet the need using techniques on seeking, screening, and seizing opportunities: CS_EP11/12ENTREP-0a-2 | Identify the market problem to be solved or the market need to be met | Describe the Marketing Mix (7Ps) in relation to the business opportunity. CS_EP11/12ENTREP-0h-j-10 | |||||||||||||||||||
87 | Write a short poem applying the various elements and literary devices and exploring innovative techniques. HUMSS_CW/MP11/12cf-15 | Describe some cell modifications that lead to adaptation to carry out specializes functions (e.g., microvilli, root hair). | Analyze the market need: CS_EP11/12ENTREP-0a-3 need: CS_EP11/12ENTREP-0a-3 | Screen the proposed solution/s based on viability, profitability, and customer requirements | Describe the Marketing Mix (7Ps) in relation to the business opportunity. CS_EP11/12ENTREP-0h-j-10 | |||||||||||||||||||
88 | Write journal entries and other short compositions exploring key elements of fiction HUMSS_CW/MPIg-i-15 | Describe the structure and function of major and subcellular organelles. | Analyze the market need: CS_EP11/12ENTREP-0a-3 need: CS_EP11/12ENTREP-0a-3 | Identify the market problem to be solved or the market | Explore job opportunities for Entrepreneurship as a career. CS_EP11/12ENTREP-0a-1 | |||||||||||||||||||
89 | Prepare an SCI for a service business using the single-step approach. | Construct mole or mass ratio for a reaction in order to calculate the amount fo reactant needed or amount of product formed in terms of moles and mass | CS_FTV11/12PT-0a-c-93 Nakikilala ang iba’t ibang teknikal-bokasyunal na sulatin ayon sa: a. Layunin; b. Gamit; c. Katangian; d. Anyo; e. Target na gagamit | |||||||||||||||||||||
90 | Classify the elements of the SFP into current and noncurrent items | Explain the concept of limiting reacgent in a chemical reaction | CS_FTV11/12PU-0m-o-99 Naisasaalang-alang ang etika sa binubuong tenikal-bokasyunal na sulatin | |||||||||||||||||||||
91 | Identify the elements of the SFP and describe each of them | Compounds Recognize common isotopes and their uses. | CS_FTV11/12PU-0m-o-99 Naisasaalang-alang ang etika sa binubuong tenikal-bokasyunal na sulatin | |||||||||||||||||||||
92 | Identify the elements of the SCI and describe each of these items for a service business and a merchandising business | Use properties of matter to identify substances and to separate them | CS_FTV11/12PU-0p-t-100 Nakabubuo ng manwal ng isang piniling sulating teknikal-bokasyunal | |||||||||||||||||||||
93 | Identify the elements of the SCI and describe each of these items for a service business and a merchandising business | Calculate the empirical formula from the percent composition of a compound | CS_FTV11/12PS-0j-l-93 Naipapaliwanag nang pasalita sa paraang sistematiko at malinaw ang piniling anyo sa pamamagitan ng paggamit ng angkop na mga termino | |||||||||||||||||||||
94 | Explain the major role of financial management and the different individuals involved | Solve problems using Newton’s Laws of motion in contexts such as, but not limited to, ropes and pulleys, the design of mobile sculptures, transport of loads on conveyor belts, force needed to move stalled vehicles, determination of safe driving speeds on banked curved roads | Explains the specific ideas contained in various academic texts. CS_EN11/12A-EAPP-Ia-c-16 | |||||||||||||||||||||
95 | Illustrate the formula and format for the preparation of budgets and projected financial statement | Define inertial frames of reference | Determines the structure of a specific academic text. CS_EN11/12A-EAPP-Ia-c-5 | |||||||||||||||||||||
96 | Illustrate the formula and format for the preparation of budgets and projected financial statement | Interpret velocity and acceleration, respectively, as slopes of position vs. time and velocity vs. time curves | Cites specific sources to support claims. CS_EN11/12A-EAPP-Id-f-20 | Solve problems involving buying and selling products (ABM_BM11BS-Ij-9) | ||||||||||||||||||||
97 | Illustrate the formula and format for the preparation of budgets and projected financial statement | Solve for unknown quantities in equations involving one - dimensional uniformly accelerated motion , including free fall motion | Cites specific sources to support claims. CS_EN11/12A-EAPP-Id-f-19 | Differentiate mark-up from margins (ABM_BM11BS-Ih-3) | ||||||||||||||||||||
98 | Distinguish a financial institution from financial instrument and financial market | Rewrite a vector in component form | Determines the structure of a specific academic text. CS_EN11/12A-EAPP-Ia-c-2 | Differentiate Mark-on, Mark down and Mark-up (BM_BM11BS-Ig-1) | ||||||||||||||||||||
99 | Categorize the functions, roles, and skills of a manager ABM_AOM11-Ia-b-3 | Write the standard form of the equation of an | Write a short poem applying the various elements and literary devices exploring innovative techniques | Solve problems involving direct, inverse and partitive proportion (ABM_BM11RP-If-4) | ||||||||||||||||||||
100 | Identify the meaning and functions of management ABM_AOM11-Ia-b-1 | ellipse with C(0,0) using its properties. | Use imagery, diction, figures of speech, and specific experiences to evoke meaningful responses from readers | Compare and differentiate ratio and rate (ABM_BM11RP-Ie-1) | ||||||||||||||||||||