LESSON PLAN

IN
GENERAL CHEMISTRY 2

CONTENT STANDARD:
The learners demonstrate an understanding of the rate of reaction and the various factors
that influence it and the collision theory.

I- LEARNING COMPETENCIES/OBJECTIVES:
The learners will be able to:
 Describe how various factors influence the rate of a reaction.
(STEM_GP12WE-If-41)

At the end of the lesson 75 % of the learners should be able to:

 Identify the different factors that affect the rate of chemical reaction.
 Describe how the various factors influence the rate of a chemical reaction.
 Appreciate the importance of these factors by citing its relevance to the community.

II- SUBJECT MATTER: FACTORS THAT INFLUENCE RATE OF REACTION

REFERENCES:
https://www.cdli.ca/sampleResources/chem3202/unit01_org01_ilo03/b_activity.html
Bureau of Secondary Education. (n.d.). Module 17: Reaction Rates and Equilibrium.
Chang, R. (2010). Chemistry. (10th ed). USA: Mc-Graw Hill. Harned, Slatoff, &
Stanchock. (n.d.).

MATERIALS:
 Pictures, Lab Kit (food grade ingredients, cups, sticks, chalk, etc)
 Audio Visual Presentation
 Manila Paper, pilot pen
 Activity Worksheets

VALUE FOCUS: Critical Thinking, Humility and Collaboration

STRATEGIES: PrObEx, Response Card, Anticipation-Reaction Guide, Lab Stations,
Concept Mapping, Thinking Cap and Lecture
 III. PROCEDURES:
TEACHER’S ACTIVITY STUDENTS
ACTIVITY

A. Preliminary Activities: (2 minutes)

Classroom Management
Assigned student
a. Prayer for the day will lead
b. Checking Attendance the Prayer.
c. Greetings!
d. Setting the mood Good morning
B. 5 E’s Approach teacher!
REVIEW: (3 minutes)

 Present pictures and let the students identify whether the The students will
reaction is a physical change or chemical change. answer each by a
Linking Statement: response card.
In what way can you say that a material has undergone a
physical change? What about for chemical change?

ENGAGE: (5 minutes) The students will

analyze the pictures
 Present pictures that show how the various factors influence and fill out the ARG
rate of reaction using a POE (Predict-Observe-Explain) and
ARG (Anticipation-Reaction Guide) modified sheet. sheet.
Guide Questions:
Answer of the
1. Why do we keep most food in the refrigerator?
2. Why do you think that intake of high dosage medication can be students may vary.
deadly?
3. What might be the reason as to why coal mining activities are
classified as extremely hazardous?
Linking Statement:
In what way can you say that a chemical reaction vary from
one reaction to another?
What are the factors that influence the rate of reaction?

Set the objectives:

At the end of the lesson 75 % of the learners should be able to:

 Identify the different factors that affect the rate of chemical
reaction.
 Observe and describe how the various factors influence the
rate of a chemical reaction. (temperature, concentration of
reactants and particle size of reactants only)
  Appreciate the importance of these factors by citing relevant
reactions beneficial to the community.

Unlocking of terminologies
EXPLORE: (15 minutes)
The students will
The teacher will give instructions to the students to form three groups
form 3 groups and
by counting 1, 2, and 3. All number 1s, form group 1; all number 2s, form
group; and all number 3s, will form group 3. will perform the
activity.

Students will be assigned with different tasks among them in the

group like the leader, experimenter, assistants, data gatherer, reporter and
secretary. The students then will perform the activity by the taking turns
in each lab station. (Station 1, Station 2 and Station 3)

The teacher will encourage students’ cooperation by setting standards

and give their corresponding points using the incentive chart.

The teacher will inform the students on the rubric for assessment.

Distribute the activity sheets and activity materials.

Facilitate/observe the working groups.

EXPLAIN and ELABORATE: (30 minutes)

The students will post and discuss their output to the class. Each group Learners explain
is given 3 minutes for this task. their analysis and
Guide Questions: interpretation of the
data collected from
1. What is a chemical reaction? the activity.
2. What are the conditions necessary for a chemical reaction to take
place? What are reactants?
3. What must happen to the reactants in order for a reaction to
commence?
4. What theory governs this condition?
5. What does the collision theory tell us?
---- Let us listen and watch to a video animation to better understand the
collision theory.
Learners will
interact with each
Replay the video if necessary. (Make sure that students fully
other and with the
understand the concept.) The teacher will look into the results of the 3
teacher as they will
groups then process the activity.
respond to the
Guide Questions: questions asked by
the teacher.
6. Based on the data gathered from the activity, what have you notice
about the effect of temperature on the reactants used in the
activity?
7. What happens to the molecules of the reactants when temperature
is increased? What happens to the molecules of the reactants
when decreased?

The teacher will make use of the graph made by the students
showing the relationship between the temperature and reaction rate.
8. What information can be deduced from the graph? -
9. What is an activation energy?
10. What is a threshold energy?
11. So, how does the temperature influence reaction rate?
12. Now, let’s look at your data for the effect of the concentration of
reactants on reaction rate. What have you noticed on the results
as tabulated by the 3 groups?
13. What happens to the reaction rate when the amount of reactants
in increased? What about if it is decreased?
14. What happens to the reactants when the concentration is
increased? Is there greater or lesser collision taking place?
Explain.
15. What is the relationship then between the concentration of the
reactants and the reaction rate?
16. Now, let’s look at the data for the particle size of reactants and its
influence on the reaction rate. What have observed on the results?
Did all the groups arrive at the same observations?
17. What do we mean when we say particle size of the reactants?
What is surface area? What is meant by greater surface area
exposed? What is meant by lesser surface area exposed?
18. What is the relationship exists between the particle size of the
reactants and reaction rate?
The teacher will now guide students in making
generalization/concept formation on the influence of temperature,
concentration of reactants and nature of reactants on reaction rate.

The teacher will now give the corresponding points earned by

each group using the rubric presented earlier.

The teacher will extend the lesson by asking the following

questions:
 19. Recall activities at home, school or in community where you have
actually experience that indeed temperature, the concentration of
reactants and particle size of reactants affect the rate of reaction.

a. Why do we keep most food in the refrigerator?

b. Why do you think that intake of high dosage medication can be
deadly?
c. What might be the reason as to why coal mining activities are
classified as extremely hazardous?

20. Why is it important then to know how these factors influence the
rate of reaction?

The lesson will be summarized using a concept map to be done

by the students taking into consideration the objectives for the day.

EVALUATE: (5 minutes)

Look at the pictures closely. Identify the factor that causes the The students will
reaction and describe its influence on the reaction rate as depicted in the answer this using
picture. their Activity
Notebook.

1.
2.

3.
ASSIGNMENT:

The students will

Check out and perform the simulation on the link perform the
(www.freezeray.com) uploaded in the class FB page. simulation.

Prepared by:

MRS. ROSALINE H. LAPORRE December 19, 2017

Don Pablo Lorenzo Memorial High School-Senior HS

(Teacher-Demonstrator)
 Activity Worksheet No. 4
Chemical Reaction Rates: Inquiry on Affecting Factors

I- Objectives: At the end of the activity, students will be able to:

1. Observe and explain the factors that affect reaction rates
2. Explain collision theory by relating chemical reaction to collisions between
reacting particles and
3. Appreciate the importance of these factors by citing relevant reactions beneficial to
the community.
II- Procedure
You and your group mates will take turns in doing the tasks in the three lab stations
designed to investigate the three factors (temperature, concentration and surface area
or particle size) which can alter reaction rates.

STATION 1 – Investigate the effect of Temperature on the Reaction Rate

Label three plastic cups as A, B, and C. Fill in cup A with iced water, cup B with tap
water and cup C with hot water. Make sure that the water level among the three cups are
the same. Take the temperature reading for each and record in the table. Add a teaspoonful
of fine salt in each cup then observe. Record the time it takes for the salt to be dissolved in
the medium.

Temperature Reading in Reaction Time

0
C
Cup A (iced water)

Cup B (tap water)

Cup C (hot water)

Guide Questions:

a. Which reaction had the fastest rate? ______________________

b. What could be happening at the molecular level between the water molecules
and the sodium chloride ions? ______________________________________
_______________________________________________________________
c. How are the molecules behaving at high temperature vs low temperature?
_______________________________________________________________
d. How does the temperature influence reaction rate? ______________________
_______________________________________________________________
STATION 2 – Investigate the effect of particle size and surface area on the rate of reaction.

Label 2 plastic cups A and B. Fill the cups with tap water. Make sure that water
level in both cups are the same. Put a teaspoonful of coarse salt and fine salt in cups A and
B respectively. Observe and record the time the salt will be dissolved completely.

Ball up a pea size amount of steel wool. Burn the piece and record the time it will
take to consume by fire. Spread out a pea size amount and burn it. Observe and take note
of the time as well.

Qualitative Observations Reaction Time

Part A (Using Salt)

Cup A with Coarse grain

Cup B with Fine grain

Part B (Using steel wool)

Steel Wool balled up

Steel Wool spread out

Guide Questions:

a. Which reaction had the fastest rate for part a? ________________________________

b. Which reaction had the fastest rate for part b?________________________________
c. Explain what could be occurring on the molecular level for coarse grain salt versus fine
grain salt. ____________________________________________________________
_____________________________________________________________________
d. Explain what could be occurring on the molecular level for the balled piece versus the
spread out piece. _______________________________________________________
_____________________________________________________________________
e. How does the particle size and surface area affect the reaction rate? ________________
_____________________________________________________________________
 STATION 3 – Investigate the effect of concentration on the rate of reaction

In plastic bottle A, fill it halfway with vinegar. Then add one spoonful of baking
soda. In another plastic bottle labeled B, add vinegar corresponding to ¼ of the total volume
of the bottle then add ¼ water till it is filled halfway. Make sure that the level of the water
between the two containers are the same. Add one spoonful of baking soda. Observe and
record the time it will take for the reaction to stop. In this case, production of bubbles.

Reaction Time

Bottle A (half-filled with vinegar)

Bottle B ( ¼ vinegar + ¼ water)

Guide Questions:

a. Which had the fastest reaction?____________________________________________

b. Explain what could be occurring at the molecular level in each bottle.
_____________________________________________________________________
_____________________________________________________________________
c. What is the effect of the concentration of reactants to reaction time? ______________
_____________________________________________________________________
d. Why are high concentration faster than low concentration? ______________________
_____________________________________________________________________

GENERALIZATIONS:

Describe how the various factors influence the rate of reaction.

 CERTIFICATION

This is to certify that ROSALINE H. LAPORRE of Don Pablo Lorenzo Memorial

High School-Stand Alone Senior High School, Governor Ramos, Sta. Maria Zamboanga City of
the Zamboanga City Division, had conducted a Demo Teaching during the Regional Mass Training
of Teachers for SHS Grade 12 (Science) last December 19, 2017 at Regional Education Learning
Center, Cabatangan, Zamboanga City.

PROCESS OBSERVERS

BASHER O. JAMAHALI
Education Program Supervisor II, CLMD

EVA G. HADJIMUDDIN, Ed. D

Education Program Supervisor II, HRDD, PMT

RUBILEE MACOYCRUZ, Ph. D.

Guest Facilitator/ Speaker

GRACE R. JUGNO
Administrative Officer V, RELC
Adviser