Lesson Plan in Science 10

Chemistry
John Glenn E. Labrador
BSEd - IV
 Lesson Plan
in
Science 10
I. Learning Outcomes
At the end of 60 minutes period 80%
of the students should be able to:
A. Knowledge
(1) Name the different elements and
compounds present in a chemical
reaction through discussion and
recitation.
(2) Differentiate the different
chemical reactions through
discussion and demonstration.
(3) Identify the different manifestation
that may occur in a chemical reaction
through recitation and discussion.
B. Skills
(1) Use the correct coefficient in
balancing the chemical equations
through seat work and discussion
(2) Show the process of chemical
reactions through demonstration.
(3) Explain the reaction process and
the chemical changes from reactant
up to product through discussion and
recitation.
C. Attitude
(1) Weigh which among the given
chemical reactions is the common
reaction happens in everyday life
through recitation.
(2) Recognize the importance of
chemical reaction through recitation.
(3) Practice their logical-mathematical
intelligence by balancing the given
equations and classifying the
appropriate chemical reactions
through recitation and activity.
II. Subject Matter
Topic:
- 4th Quarter: Matter
- Unit XII: Chemical Reactions
- Chapter 4: Beat the Heat
- Lesson 3: Chemical Reactions and
-
Equation
Reference:
- Science Links
- Valdoz, Aquino, Biong, Andaya
- REX Book Store
- K-12 edition
Materials:
- Ballpen
- Paper
- Notebook
- PowerPoint Presentation
- Thermometers
III. Daily Routine
A. Greetings
(The teacher will enter the room)
“Good morning, Class!”
(The students will stand)
“Good morning, sir John Glenn.”

B. Prayer
“Please remain standing for the prayer.”
(The students will remain standing)
“_____, please lead the prayer.”
(_____, will go in front and lead the prayer.)
“In the name of the Father and of the Son and
the Holy Spirit, Amen.”

“Hail Mary,
full of grace,
the Lord is with thee.
Blessed art though among women,
and blessed is the fruit
of thy womb, Jesus.
Holy Mary,
Mother of God,
pray for us sinners now,
and at the hour of our death.
Amen.”
“Thank you, _____.”
(_____, will return to his/her seat)
“Class, you may now be seated.”
(The students will take their seats)
C. Review
“Class, before we proceed to our next topic,
let us have a short review first. So, what did
we discuss yesterday?”
(The students will raise their hands)
“Yes, _____?”
(_____, will stand to answer)
“Sir, it was all about endothermic and
exothermic reactions and spontaneous and
nonspontaneous reactions.”
“So, what is the difference between the
endothermic and exothermic reactions?”
 (_____, will remain standing for the follow
up question)
“Sir, an exothermic process is a reaction that
gives off energy while endothermic absorbs
heat.”
“Excellent, _____.”
(_____, will take his/her seat)
“How about the difference between
spontaneous and nonspontaneous reaction?”
(The students will raise their hands)
“Yes, _____?”
(_____, will stands to answer)
“Sir, it may affect our eyes and it causes
different defects and eye problems like
cataract and color blindness.”
“Very good, _____.”
(_____, will take his/her seat)
“So, what should we need to do to avoid
these problems?”
(The students will raise their hands)
“Yes, _____?”
(_____, will stand to answer)
“Sir, if a chemical reaction that occurs
naturally and continuously once it started then
it is a spontaneous reaction while a
nonspontaneous reaction, is a reaction that
need a continuous supply of energy for them
to proceed.”
“Very good, _____.”
(_____, will take his/her answer)
“Since, you’re already understood the topic
yesterday, let us proceed now to our new
topic.”

IV. Engagement
“I prepared a short demonstration and I
need one volunteer for this one. Any
volunteer?”
(The students will raise their hands)
“Yes, _____?”
(_____, will stand to answer)
(The teacher will show the materials)
 “What I have here are beakers, Erlenmeyer
flask and other chemicals we are going to use
for this demonstration. I want you to be alert
for possible reaction that may happen. I let
_____ to mount this short demonstration”

(The teacher will assist the demonstration)

“_____, I’m going to assists you and all you
have to do is to follow the steps I’m going to
say but for now wear this protection first.
Now, in a volumetric, put the liquid soap,
slowly pour the Oxygen peroxide, then mix
them. After that, pour the Potassium iodide
but make sure you are far enough to the
subject for you not get harm in case of any
violent reaction going to happen.”
(The student will demonstrate the chemical
reaction)
(The demonstration starts and ends)
“Okay. Thank you. You may now take your
seat.”
(_____, will take his/her seat)
“Grade 10, now you have seen the product of
our demonstration, I ask you about your
observations, anyone?”

“Yes, _____?”
(_____, will stands to answer)
“Sir, what I have observed was a
spontaneous reaction since you added a
chemical that triggered the chemical to react”
“Good, _____?”
(_____, will take his/her seat)
Any idea? Yes, _____?”
(_____, will stands to answer)
“Sir, there is an instant reaction.”
“Okay, thank you _____.”
(_____, will take his/her seat)
“Any idea? Yes, _____?”
(_____, will stands to answer)
“Sir, I’ve noticed the changes in appearance
of the product from liquid and now it’s
foamy.”
 “Good, _____?”
(_____, will take his/her seat)
“Class, based on the demonstration and
on your answers, we can say that there is
a clear manifestation of changes in matter
and that leads to a question…”

V. Exploration
(The teacher will open the presentation)

(The teacher will read the question)

“Why there are constant changes in matter?”
(The students will raise their hands)
“Yes, _____?”
(_____, will stand to answer)
“…because matter can be changed its phases
through different processes present in the
environment.”
“Very good, _____, what else?”
(_____, will take his/her seat)
(The students will raise their hands)
“Good, _____. Next, _____, any insights?”
(_____, will stand)
“…because matter is part of our lives and you
can see, touch, smell, and even feel them, so
changes on its phases are not impossible
especially if there is substance that triggers
them to react.”
“Very good, _____.”
(_____, will take his/her seat)
“All your answers are correct because matter
is part of our lives and it is
“So, I think you already knew, what is our
topic for today.”

VI. Explanation
“Our topic for today is Chemical Reactions
and Balancing the Equations.”

(The teacher will open the presentation)

“Let us discuss first the six chemical

reactions.”

(The teacher will show the presentation)

“These are the synthesis, decomposition,

substitution, metathesis, combustion and
acid-base reaction and now let us proceed to
our first chemical reaction which is the
synthesis reaction.”

(The teacher will show the presentation)

 (The teacher will read the definition)
“What is synthesis reaction or the
combination reaction?”
(The students will raise their hands)
“Yes, _____?”
(_____, will stand)
“If two or more substances react to form one
product, that is a synthesis or combination
reaction.”
“Good, _____.”
(_____, will take his/her seat)
“A synthesis reaction happens when two
elements, compounds or substances react to
each other and produce a new compound and
for us to understand it clearly, we will have a
short demonstration on how synthesis or
combination reaction happens. What I have
here, a Calcium oxide, distilled water,
spatula, beaker, test tube and the stirring rod.
Again, I need one volunteer for this one,
anyone?”
(The students will raise their hands)
“Yes, _____?”
(____, will go in front. Following the
procedure.)
“Okay, follow the procedure ____. You may
start the demonstration by pouring a small
amount of Calcium oxide in the beaker and
after that, gently pour the distilled water into
the beaker and then mix them. Let’s wait for
our Calcium oxide to mix and separate the
two substance. After a minute, pour the
Calcium oxide mixture in the test tube and
blow it using a straw.”
(____, will demonstrate.)
 “Based on the demonstration, as you can see
the test tube that has a Calcium oxide solution
begins to become cloudy as _____ continuous
to blow it. That is the manifestation that the
two substance are already combined.”

“For the record, I’m going to write its

formula.”

(The teacher will write on the board)

CaO + H2O → Ca(OH)2
“So, in this demonstration we have, Calcium
Oxide (CaO) added to a water since with we
use water to mix with our Calcium oxide.
After this mixture, the product is Calcium
hydroxide.”

“No more questions?”

(The students will answer in chorus)
“None, Sir”
“Let’s proceed to our next chemical reaction
which is the decomposition or the analysis
reaction.”

(The teacher will show the presentation)

“It is when a single compound is broken

down into two or smaller compounds or
elements. The formula for this one is AB is
broken down to A plus B. The application of
this one is the process of electrolysis…”

(The teacher will show the Presentation)

 “… wherein you are about to separate the
elements of water, the Hydrogen and Oxygen.
Due to electricity, the attraction between
cathodes and Hydrogen atoms and Oxygen
and anode are clearly manifested. The more
gas it produces then it is the Hydrogen gas,
since Hydrogen is lighter than Oxygen. So,
the formula for this one is…”

(The teacher will write on the board)

H2O → H2 + O2
“The water produced two different gas
through the process of electrolysis. Are we
clear?”
(The students will answer in chorus)
“Yes, Sir!”
“For our third chemical reaction, we have the
substitution or the single replacement
reaction.”

(The teacher will show the presentation)

“This chemical reaction happens when the

uncombined element displaces an element
that is part of a compound.”
 “The formula for this one is A plus BC
produces AC plus B. For example,…”

(The teacher will show the presentation)

“We have here a solid Calcium and a water. If

you put Calcium into water…”

(The teacher will show the presentation)

(The teacher will show the presentation)

“It produces bubbles and the Calcium is

completely dissolved in the water. Since,
there is an appearance of bubbles so we can
infer that a compound or an element became a
gas. For the formula, we have…”

(The teacher will write on the board)

 Ca + H20 → H2 + Ca(OH)2
“Calcium is combined in water to produce
Hydrogen gas and Calcium hydroxide. That’s
all for our third chemical reaction. For the
fourth chemical reaction…”

(The teacher will show the presentation)

“We have metathesis or the double

replacement reaction in which atoms or ions
from two different compounds replaces each
other so, the formula is AB plus CD produces
AD plus CB. For the example…”

(The teacher will show the presentation)

“What have you noticed on the picture?”

(The students will raise their hands)
“Yes, _____?”
(_____, will stand to answer)
“Sir, I observed that there are chemicals
inside the test tube, two transparent and the
other two is yellow.”
“Good, _____!”
(_____, will now take her or his seat)
 “The first two chemicals in the test tube are
actually two different chemicals and we can’t
identify which one these are the Potassium
iodide and Lead nitrate but if you mix these
two chemicals, you’ll have this yellow rain
reaction which the according to this reaction,
it separates the liquid to solids. The liquid in
the product side is the Potassium nitrate and
the sediments below are the solids Lead
iodide. The formula is…

(The teacher will write on the board)

KI + Pb(NO3)2 → PbI2 + KNO3
The reaction process ends up in the
production of the new substance which is one
of the manifestations of a chemical reaction.
Can you give me another manifestation of a
chemical change aside from it produces new
substance?”
(The students will raise their hands)
“Yes, _____?”
(_____, will stand to answer)
“Sir, change in temperature.”
“Good, _____! What else?
(_____, will now take her or his seat)
(The students will raise their hands)
“Yes, _____?”
(_____, will stand to answer)
“Sir, the change in color”
“Good, _____! Change in temperature, color
and the production of the new substance are
one of the manifestations of a chemical
reaction and later we will be going to identify
what are the other manifestations of a
chemical reaction but for now, we will
discuss the fifth chemical reaction which is
the combustion.”

(The teacher will show the presentation)

 “The fifth chemical reaction in the
combustion in which Oxygen combines with
a Hydrocarbon to form water and Carbon
dioxide. A Hydrocarbon is an organic
compound wherein the two common elements
are Hydrogen and Oxygen. For this chemical
reaction, it involves the presence of fire. I
need one volunteer for this demonstration,
anyone?
(The students will raise their hands)
“Yes, _____?”
(____, will go in front. Following the
procedure.)
“For this demonstration, we have bottle,
Ethanol an Ethane with Alcohol and match
sticks. I want you to pour an enough amount
of ethanol inside the bottle and close the lid
afterwards. Shake it well and slowly open the
lid and light it up using the match stick.”
(_____, will demonstrate)
“Based on the demonstration, the ethanol
produces fire so that the alcohol content of
our Ethanol will be decreased. After the fire,
the remaining liquid below is the water from
the ethanol. The fire is one of the
manifestations of chemical reaction. For the
formula we have…”

(The teacher will write on the board)

C2H5 + OH → CO2 +H2O
“The ethanol produces Carbon dioxide and
Water. That’s it for combustion. Let’s
proceed to our last chemical reaction.”
 (The teacher will show the presentation)

“For our last chemical reaction, we have acid

and base or the neutralization reaction. It is
called as the neutralization reaction because
the we need to neutralize the two chemicals
by mixing them. We use the universal
indicator, which is the Litmus paper to
identify whether the solution is basic or
acidic. The thing you need to understand in
this process is when you add an acid to a base
you will produce a neutral solution or what
we so called as salt. For this experiment, I
want someone to volunteer, anyone?”
(The students will raise their hands)
“Yes?”
(____, will go in front. Following the
procedure.)
“We have here, three beakers, Litmus paper,
Muriatic acid or Hydrochloric acid, and
Sodium hydroxide. Now, I want you to pour
the Muriatic acid in this beaker and the
Sodium hydroxide to another one. Using
Litmus papers, I want you to identify which
of those chemicals are acid and base and
later, we will mix the two and we will try to
make it neutral.
(_____, will demonstrate)
“Based on the demonstration, we can infer
that the solution is now neutral. The formula
for this one is HCl plus NaOH produces
Salt.”
(The teacher will write on the board)
HCl + NaOH → Salt + Water
VII. Extension

“That’s all for the chemical reaction and

before we proceed to the balancing of
equation, I want you to classify first the type
of chemical reaction of these group of
reactions.”

(The teacher will show the presentation)

“Anyone, for the first reaction?”

(The students will raise their hands)
“Yes, _____?”
(_____, will go in front to write his/her
answer on the board; synthesis reaction)
__N2 + __H2 → __NH3
“Very good, _____! For the second
reaction?”
(The students will raise their hands)
“Yes, _____?”
(_____, will go in front to write his/her
answer on the board; combustion reaction)
__C8H18 + __O2 →__CO2 + __NH3

“Very good, _____! For the third reaction?”

(The students will raise their hands)
“Yes, _____?”
(_____, will go in front to write his/her
answer on the board; substitution reaction)
__Na + __H2O → __NaOH + __H2
“Very good, _____! For the fourth reaction?”

“Yes, _____?” (The students will raise their hands)

 (_____, will go in front to write his/her
answer on the board; decomposition reaction)
__Ni2O3 → __Ni + __O2
“Very good, _____! For the fifth reaction?”
(The students will raise their hands)
“Yes, _____?”
(_____, will go in front to write his/her
answer on the board; acid-base reaction)
__Ca(OH)2 + __H3PO4 → __Ca3(PO4)2 + __H2O

“Very good, _____! For the last reaction?”

(The students will raise their hands)
“Yes, _____?”
(_____, will go in front to write his/her
answer on the board; metathesis reaction)
__AlBr3 + __K3SO4 → __KBr + __Al2(SO4)3
“Very good, _____! All your answers are
correct. Since, you can already classify the
chemicals, we should start the balancing of
extension.

(The teacher will show the presentation)

“To balance the equation, you should apply

your knowledge on our previous lessons
about elements and compounds. You add
coefficient to balance the moles from the
reaction part and to the product part. Like for
example, the first equation we are going to
balance is our first experiment which is the
Calcium oxide added with water to produce
Calcium hydroxide. Let’s us balance this
equation.”

(The teacher will write on the board)

 CaO + H2O → Ca(OH)2
“This equation is already balanced, so, let’s
proceed to another one.”

(The teacher will write on the board)

N2 + 3H2 → 2NH3
“This equation is already balanced, are we
clear?”
(The students will answer in chorus)
“Yes, sir!”

VIII. Evaluation

“Now, since you are already understood the

balancing of equation, I want you to balance
all remaining chemical equations that is
written on the board. Write your answer on
one half crosswise. I give you 10 minutes to
finish your quiz and don’t forget to write your
names on your paper because that will stand
as your today’s attendance.”

(After 10 minutes) (After 10 minutes)

“Finish or not finish, pass your papers.”

(The students will pass the papers.)
“Okay, that’s all for today.
Goodbye, grade 10.”
(The students will stand)
“Goodbye and thank you, Sir John Glenn.”
(The teacher will now leave the room)

Mr. John Glenn E. Labrador

Teacher