DATE March 6, 2017 – Monday

SECTIONS: Fibonacci, Faraday, Euler & Einstein

I. OBJECTIVE(S) At the end of the lesson, at least 75% of the students with 75 proficiency
should be able to achieve the ff. goals:
1. determine how to balance chemical equations using colored paper;
2. make a visual representation of a balanced chemical equation using
given materials; and
3. appreciate the importance of knowing how to balance chemical
equations.
II. SUBJECT A. UNIT 4 : Matter and Its Interactions
MATTER Module 2 : Chemical Reactions
Topic: BALANCING CHEMICAL REACTIONS

B. Reference/s:
1. Science Learner’s Material for Grade 10 pp. 419-421
2. http://www.brighthubeducation.com/middle-school-science-
lessons/61188-balancing-chemical-equations/
3. http://funbasedlearning.com/chemistry/chemBalancer/worksheet.htm

C. Materials:
Assorted colored paper, worksheet
III. LEARNING TASKS
A. DAILY 1. Prayer
ROUTINE 2. Checking of the cleanliness of the room
3. Checking of Attendance
B. RECALL Students will do an activity entitled “HANAPIN AT BILANGIN MO AKO”
In this activity, students will identify the reactants from the products. Then,
they will identify the number of atoms for each element in the reactant side
and product side.
Fe + O2 → Fe2O3

(ANSWERS: Reactants: Iron (III) and oxygen gas Product: Iron (III) Oxide
Reactant side: Fe = 1, O = 2 Product side: Fe = 2, O = 3
C. ENGAGE Ask the students:
“ Ask, “Which is heavier, a kg of feathers or a kg of bricks?”

(Students must mention, that both have the same mass or equal. From their,
the concept of BALANCE will be elicited.

Introduce now, balancing chemical equations.

D. EXPLORE 1. Preliminary Activities
a. Discuss the objectives of the lesson.
c. Unlocking of Word Difficulties can be done.
- subscripts, coeffient
d. Provide a lecture about how to balance chemical equations. Cite one
example.
H + O2 → H2O

4H + O2 → 2H2O

e. Make a little demonstration about balancing…

2. Activity Proper
a. Divide the class into groups, and give each group a chemical equation
to work with.
b. Describe the hands-on activity that the students will be doing.
c. Each group will do a different set of chemical equations.
d. Have them represent the chemical equation using colored paper to
make the elements that compose the equation. For example, they
might use blue papers to represent oxygen and yellow to represent
hydrogen.

3. Post-Activity Discussions
A representative from each group will present the result of the activities &
answers to the guide questions. Each group will also discuss their visual
representation.

E. EXPLAIN 1. Facilitate discussion using the guide questions for each activity.

When do you say that the equation is balanced?

ANSWER TO THE GUIDE QUESTIONS:

(Answer will be the no. of atoms in the reactant side is equal to the no. of
atoms in the product side.)

2. After the discussion, the following key concepts must be elicited from
the students:

KEY CONCEPTS:
The most fundamental concept in chemistry is the law of conservation of
mass. Matter is neither created nor destroyed. Since all chemical reactions
obey this law, the number and kind of elements on the product side must
equal the number and kinds of atoms on the reactant side. The number
and kinds of molecules can be different but total atoms on one side will be the
same as the other. To do this, it is sometimes necessary to change the number
of the molecules to equal out the atoms. This is shown by changing the
coefficients.
F. ELABORATE VALUING:
 G. EVALUATE The activity will be evaluated using a Rubric:
Criteria Novice Accomplished Exemplary

(1pt) (2pts) (3pts)

Time Management Members do Members Members

not finish on finish on time; finish ahead of
time time

Visual Representation The visual The visual The visual

representation representation representation
is not is organized & is organized,
organized complete but complete and
incomplete incorrect correct
and incorrect

Team Work and Members do Most of the Members are

Cooperation not know their members are on task & have
tasks & have on task & have defined
no defined defined responsibilities
responsibilities responsibilities at all times

Oral Presentation No Complete Provided

explanation or explanation complete,
incomplete but not clearly clear and
explanation. presented effective
Not clearly explanation.
presented

Formative Assessment:
Balance the ff. equations:
1. _____ Ca + _____ H2O --> _____ Ca(OH)2 + _____ H2

2. _____ CH4 + _____ O2 --> _____ CO2 + _____ H20

3. _____ N2 + _____ H2 --> _____ NH3

IV. ASSIGNMENT Students will research a natural chemical reaction and balance the
equation of the reaction. They will then prepare a short PowerPoint
presentation and report on their reaction to the class.
V. REFLECTION
 Activity Cards

Balance the equation & make a visual representation using colored papers.

Group 1.

_____ H2 + _____ Cl2 --> _____ HCl

Group 2.

_____ Mg + _____ O2 --> _____ MgO

Group 3:

_______MgS _______Mg + _______S4

Group 4

_______F2 + _______ NaBr _______NaF + _______Br2

Group 5

_____ HgO --> _____ Hg + _____ O2

Group 6

_______Cl2 + _______FeI3 _______FeCl3 + _______I2

Group 7

_______Na + _______Cl2 _______NaCl

Group 8
 _______LiI _______Li + _______I2

Group 9

_______Al + _______HCl _______AlCl3 + _______H2

Group 10

_____ O2 + _____ H2 --> _____ H2O

SAMPLE VISUAL REPRESENTATION

REACTION # 10

O H H
+
H H
O
O
 REACTION # 7

Cl Na

+
Na
Cl Cl