DATE: February 03, 2020 (MONDAY)

GRADE/SECTION/TIME: 10- JADE (7:30- 8:30)

DAILY LESSON 10-RUBY (11:00- 12:00)
10-DIAMOND (1:00-2:00)
LOG 10-GARNET (2:30-3:30)
SUBJECT: Science
TEACHER: QUEENVIERLYN O. RUPIDO

I. OBJECTIVES
A. Content Standard Understanding chemical reactions associated with
biological and industrial processes affecting life and the
environment.
B. Performance Standards Using any form of media, present chemical reactions
involved in biological and industrial processes affecting
life and the environment.
C. Learning Competencies/Objectives 1. Apply the principles of conservation of mass to
chemical reactions; and S10MT-IVe-g23
2. Explain how the factors affecting rates of chemical
reactions are applied in food preservation and
materials production, control of fire, pollution and
corrosion. S10MT-IVh-j-24
D. Sub-tasks At the end of the lesson, the students should be able to:
 Define a Chemical Reaction;
 Identify the Different Types of Chemical Reaction;
 Explain each Types of Chemical Reactions; and
 Give examples of Chemical Reaction we encounter
in everyday living.
II. CONTENT TYPES OF CHEMICAL REACTIONS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Science- 10 (pages 288-290)
2. Learners’ Materials pages Science- 10 (pages 412-414)
3. Textbook Pages
4. Additional Materials from Learning Different Types of Chemical Reactions Retrieved
Resources Portals February 8, 2017
from http://www.tutorvista.com/chemistry/4-types-of-
chemical-reactions
The Four Major Types of Reactions. Retrieved
February 8, 2017 from
http://www2.ucdsb.on.ca/tiss/stretton/CHEM1/stoich2.ht
ml
IV. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Good afternoon class! Good afternoon ma’am.

Before we start our class for today, kindly arrange (Students follow the instructions properly)
your chairs properly and make sure that your places
are well organized and distraction- free.

Is anyone absent today?

None ma’am.
Okay good!
A. Reviewing previous lesson or presenting the new lesson
Last meeting, we discussed about Writing and Chemical formulas are symbolic representations of
Naming Chemical Formulas. Now will you define substances and illustrates the formulas and quantities
what is a Chemical Formulas? of reactants and products in a chemical reaction.
Okay correct!
You have mentioned about reactants and products,
will you differentiate the two?
Reactants are substances that start a chemical reaction
(given on the left-hand side) while products are
substances that are produced in the reaction (given on
the right-hand side.)
Very good!
LEARNING CHECK
Activity: “MISSING CARDS”
Let the students look for the hidden cards under their
armchairs. As they find each one, they must name or
write its chemical formulas on the board.
Directions: Write the formulas and names for
compounds of the following ions: Answers:
1. KCl Potassium Chloride
2. MgO Magnesium Oxide
3. NaOH Sodium Hydroxide
4. Calcium Fluoride CaF2
5. Aluminum Sulfide Al2S3
FeSO4
6. Ferrous Sulfate
B. Establishing a purpose for the lesson
I have here sets of pictures and I want you to
observe them properly. Based on your prior
knowledge about chemical change, choose the
picture that illustrates chemical change and give
evidence of its change.
(Students follow instructions)

Answers:
A. Change in color
B. Change in color
C. Production of light/ temperature change/change in
color
D. Change in odor
E. Change in color
F. Change in color

Very good!
All of these images illustrate chemical change
because of the evidences present in their structure.
Whenever there is a chemical change, we can say
that there is always a chemical reaction. .

Let us know more about chemical reactions.

At the end of the lesson the students should be able
to:
 Define a chemical reaction;
 Identify the different types of chemical reaction;
 Explain each types of chemical reactions; and
 Give examples of Chemical Reaction we
encounter in everyday living.
C.Presenting examples/instances of the new lesson
What can you say about this picture? The picture shows the reaction of vinegar and baking
soda and when this two combines together, small
bubbles will form.

Exactly!
How about the next picture? It is a picture of a rusted nail.
Why do you think that nails get rust? Nails get rust because they are being exposed to
oxygen.

That’s right!
Let us proceed to the last picture.
It is all about the digestion of human Ma’am.

Do you ever wonder how the digestion of food takes

place?
Any idea class? Yes Ma’am!
As we put our food in our mouth, there is an enzyme in
our saliva that breaks down sugars and other
carbohydrates into simpler forms that our body can
absorb.
Very well said!
All of the pictures I’ve shown are associated with our
topic for today which is the Types of Chemical
Reaction.
D. Discussing new concepts and practicing new skills # 1
The teacher will show a video about the Types of
Chemical Reactions.

Using the video the students will have an idea on

how to identify the different types of chemical
reaction.

The teacher will ask the following questions:

What is the General formula of:
Synthesis Reaction? Answers:
General formula: A+B AB
Decomposition Reaction?
General formula: AB A+B
Single Displacement Reaction
General formula: A+BC AC + B
Double Displacement Reaction General formula: AB+CD AD+CB
E. Discussing new concepts and practicing new skills # 2
REACTIONS AROUND US: The class will be
divided into four groups according to their choice
and each group will accomplish the provided tasks
for 5 minutes. After answering, each group will
present their work in front. (Rubrics of the activity will (Students follow instructions.)
be posted on the board).

Activity
“REACTIONS AROUND US!”
Objectives:
1. Identify the Different Types of Chemical Reaction;
2. Give examples of Chemical Reaction in everyday
living.

Group I- WHAT’S IN A REACTION

Students who love experimentation will create a
classroom scenario with chemical reaction as a
lesson. Students will be given 3 minutes
presentation.
“Hydrogen Peroxide and Potassium Iodide Reaction” (Student’s presentation)
When hydrogen peroxide and potassium iodide are
mixed in proper proportions, the hydrogen peroxide
decomposes very quickly. Soap is often added to this
reaction to create the foamy substance as a result. The
 soapy water traps the oxygen, a product of the reaction,
and creates many bubbles.
Group II- MAKING CONNECTIONS
“Family Feud”
This on-the-spot games are suited for students who
love brain- booster’s game as a workout. Students
among the group will be divided into two teams. One
person from each team must go against one another
to answer the provided question. If they get it right
their team gets a point. There will be a facilitator for
the game. (Student’s presentation)

Group III- EVERYTHING HAS CHANGED

For students who love art or are visual learners, you
will assign to draw the importance of chemical
reactions in everyday living. You will be given 3
minutes to present your work.
(Student’s presentation)
Chemistry happens in the world around you, not just in
a lab. Matter interacts to form new products through a
process called a chemical reaction or chemical change.
(Answers may vary)

Group IV- WE SIMPLY CLICK TOGETHER

Students who interested in music will create their
own song structure and composition patterned on
what ever song or melody they want to. You will be
given 5 minutes for making a song and another 3
minutes for presentation. (Student’s presentation)
F. Developing mastery
Directions: Identify the types of the following
chemical reaction.
1. Li + F2  LiF2  Synthesis Reaction
2. CuCO3  CuO + CO2  Decomposition Reaction
3. Na + CuCl2  NaCl2 + Cu  Single Displacement
4. NaCl + Al2(SO4)3  Na2 SO4 + AlCl3  Double Displacement
G. Finding practical applications of skills in daily living
Will you give some examples of chemical reaction
you encounter in your everyday living aside from the
pictures I’ve shown earlier? From the time we get up in the morning and we sleep at
night, chemical changes are taking place, within us and
outside of us like the process of digestion and
respiration.

Very good, What else? The waste we throw continue to undergo chemical
changes and this has an impact on our well-being as
well, like the irresponsible use of fertilizers, herbicides
and pesticides. They have negatively affected plants
and aquatic life.
That;s right!
May we have one more? Raw materials are being converted to useful products,
new medicine are being developed, more versatile and
cost effective materials are being made.
Very well said!
H. Making generalizations and abstractions about the lesson
“THE CRAZY FOOD GAME”

There will be several foods placed on the table with

multiple questions attached on it. Then the students
will choose the food they want to get. Before getting
the food, He/she has to answer the question
correctly. If he/she fails to answer the question, then
he/she cannot get the food. Continue the game until
(Students will play the game)
all the questions have been answered.
I. Evaluating learning
The teacher will give a 1-5 multiple choices (Students will answer test question for 5 minutes)
formative assessment to the students.
(Refer to ppt presentation)
J. Additional activities for application or remediation
Directions: Answer the following question correctly.
Write it in your assignment notebook.
*What are the different factors affecting reaction
rates? Explain each factor briefly.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C.Did the remedial lesson work? No. Of learners
who have caught up with the lesson.
D. No. Of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Strategies used that work well:
Why did it work?
(Students follow instructions)
Continuation of the previous lesson.
___ Lesson carried. Move on to the next objective.
___ Lesson not carried.
___Students did not find difficulties in answering their
lesson.
___Students found difficulties in answering their lesson.
___Students did not enjoy the lesson because of lack
of knowledge, skills and interest about the lesson.
___Students were interested on the lesson, despite of
some difficulties encountered in answering the
questions asked by the teacher.
___Students mastered the lesson despite of limited
resources used by the teacher.
___Majority of the students finished their work on time.
___Some students did not finish their work on time due
to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional activities for
remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require remediation
 ___Metacognitive Development: Examples: Self
assessments, note taking and studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think-pair-share, quick-
writes, and anticipatory charts.
 ___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer teaching, and projects.
 ___Contextualization:
 Examples: Demonstrations, media, manipulatives,
repetition, and local opportunities.
 ___Text Representation:
 Examples: Student created drawings, videos, and
games.
 ___Modeling: Examples: Speaking slowly and clearly,
modeling the language you want students to use, and
providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary activities/exercises
___ Carousel
___ Diads
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method

F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
used/discover which I wish to share with other
learners?
Prepared by:
QUEENVIERLYN O. RUPIDO
Subject Teacher
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and Indigenized IM’s
__ Localized Videos
__ Making big books from views of the locality
__ Recycling of plastics to be used as Instructional
Materials
__ local poetical composition
Noted:
AGNES ARGUILLES- TALADTAD
Principal- I