LESSON PLAN IN CHEMICAL CHANGE

Content: Chemical Reactions

Content Standard: The learners demonstrate an understanding of the chemical reactions
associated with biological and industrial processes affecting life and the
environment
Performance Standard: The learners shall be able to use any form of media, present chemical
reactions involved in biological and industrial processes affecting life and
the environment
Topic/Title: Chemical Change
Grade Level: Grade 10
Time Allotment: 1 hour
Learning Competency: Apply the principles of conservation of mass to chemical reactions
(S10MT-IVe-g-23)

I. Objectives:

At the end of the lesson, the learners should be able to:

a. Determine if there is a chemical change and its evidences;
b. Perform an experiment that uses fire;
c. Show measures on how to prevent and control fire break out.

II. Subject Matter:

A. Lesson: Chemical change

B. References: Science Learner’s Material Grade 10
You and the Natural World Science 10
C. Materials:
a. Butane gas
b. Dishwashing liquid
c. Match
d. Water
e. Basin
D. Concepts:
a. Chemical reactions took place if there is any of the following:
production of light, evolution of gas, temperature change,
change in intrinsic properties (color, odor), formation of
precipitate
b. Phlogiston theory suggests that when a material burns, a
substance known as phlogiston is released
c. Oxidation theory suggests that when a material is burned, it
reacts with oxygen.
d. The triangle of fire which are the fuel, oxygen and energy are
the components in order to burn or create fire.
E. Skills: Logical skills, Communication skills, Reasoning skills, Critical
Thinking skills, Laboratory Techniques and Measures, Reasoning Skills
F. Values Integration: Scientific Inquiry, Fire prevention

III. Procedure

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

PRELIMINARY ACTIVITIES

 “Good morning class.”  “Good morning Sir.”

 “Please all stand as we begin our prayer.”  Students stand up.

 “Let us be aware of the presence of God, in  “In the name of the Father, and of the Son
the name of the Father, and of the Son and and of the Holy Spirit. Amen. Almighty
of the Holy Spirit. Amen. Almighty Father…” Father…”
 “Please pick up the pieces of dirt under and
 Picks up the dirt.
around your chair.”

 “You may now take your seats. Circulate the  Students take their seats and signs in on
attendance sheet.” the attendance sheet.

ELICIT

 “Physical change is when something is

done into an object but the effect did not
 “How do you differentiate physical change to change its properties and sometimes can
chemical change?” be returned to its old form while a chemical
change inhibits us to return back its original
form.”
 “Very good. But what happens to the
molecules of an object whenever it  (Answers vary)
undergoes chemical change?”

ENGAGE

 “How do we create fire?”  (Answers vary)

 “Is burning or what we call combustion a

 (Answers vary)
chemical change?”
 “When something is burned, it turns into
 “Why do you say yes?” ashes and there is no way to turn it back to
its original form.”
 “Well, we’ll see about that with our
experiment for this morning.”

EXPLORE

 “Experiment time! Today we will perform an

experiment related to a type of chemical
change which is combustion. Who can be
our volunteers for our experiment for today?  “I want to volunteer too!”
I need two brave and courageous
volunteers!”
 “First, please check the materials needed
for the experiment.”
 “Okay. I guess we are set. Now let us
continue with the first procedure.”
 “Next procedure.”
 “Next procedure.”
 “Next procedure.”
 “Me Sir! I want to volunteer!”
 “We have a butane gas, dishwashing liquid,
match, basin and water.”
 “The procedure says; fill in the basin with
water.”
 (Performs the instruction)
 “Put dishwashing liquid into the water and
mix it thoroughly.”
 (Performs the instruction)
 “Wet your hands and apply dishwashing
liquid into the hands up to the elbows.”
 (Performs the instruction)
 “Place the butane gas can upside down in
the basin and press it to create butane gas
bubbles.”
 (Performs the instruction)
  “Get the bubbles using your hands and
 “Next procedure.” stretch your arms forward.”
 (Performs the instruction)
 “Ignite the bubbles using the match toss the
 “Next procedure.” fire up when you ignite it.”
 (Performs the instruction)

EXPLAIN

 “How did we able to create fire?”  “By lighting up the bubbles.”

 “It contains the butane gas which is mainly

 “What is inside the bubbles?” used in the kitchen as a flammable
material.”
 “What was produced when we ignited the
 “Heat and light.”
bubbles?”

 “Is what we did a chemical change or a

 “Chemical change.”
physical change?”

 “Because we cannot be able to return back

 “Why do you say so?”
the butane gas to its original form.”

 “Was there a chemical reaction in the

 (Answers vary)
experiment?”

ELABORATE

 (Shows the triangle of fire)  “I think it is a diagram on how a fire is

 “What can you explain in the illustration?” made.”
 “Yes. Correct. That’s why it is called the
triangle of fire. We need oxygen, fuel and  “The heat coming from the ignited match is
energy in order to create fire. What is the the source of energy.”
energy used in the experiment?”
 “The butane gas inside the bubbles is the
 “How about the fuel?”
fuel.”

 “Excellent. How about the oxygen? Where

 “From the surroundings.”
did we get oxygen?”

 “Did you ever think how scientists determine

 “(Answers vary)
that oxygen was used up for burning?”
 “I read in the book last night that the
phlogiston theory was believed for so long
before. It suggests that when a material is
burned up, it releases a substance called
phlogiston so there will be a decrease in
 “Well long ago people don’t know about how the mass of the material but experiments
oxygen is used in combustion. Rather, they show that burned materials does not
believed on the Phlogiston theory. What is decrease its mass but rather it increases.
phlogiston theory?” So Antoine Lavoisier conducted series of
experiments and suggested that for
combustion, oxygen is used in a chemical
reaction and reacts with the material
burned therefore adding mass to the
products of reaction.”
 “Very well said. I can see that you are
reading in advance. These are some other  (Answers vary)
evidences of chemical reactions and let us
 give some examples to each.”

EXTEND

 “Using knowledge that was imparted to you,

since it is March and it is the fire prevention
month, as summer approaches what ways  (Answers vary)
can you suggest how to prevent fire break
outs?”

EVALUATE

 Answers the quiz:

1. Give one example for each evidences
 “Good job everyone. Please get your of chemical reaction.
ballpen and answer the quiz I’m about to 2. List precautionary measures in dealing
give for 5 minutes.” with fire.
3. Suggest ways in your home that can
prevent fire break outs.
 “Pass your papers and then copy your
 Copies the assignment.
assignment.

 “Goodbye class.”  “Goodbye Sir.”

IV. ASSIGNMENT

1. Bring the following materials:

1. Paper clips

Prepared by:

Laurenz L. Cadag
Student Teacher
Pilar National Comprehensive High School

Noted by:

Mrs. Mildred Bautista

Cooperating Teacher
Pilar National Comprehensive High School