School
Teacher
Time & Dates 1:00-2:00/October 23, 2019
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
Introductory Activity (10 minutes).
This part introduces the lesson content.
Although at times optional, it is usually
included to serve as a warm-up activity to
give the learners zest for the incoming
lesson and an idea about what it to follow.
One principle in learning is that learning
occurs when it is conducted in a
pleasurable and comfortable atmosphere.
Activity/Strategy (10 minutes).
This is an interactive strategy to elicit
learner’s prior learning experience. It
serves as a springboard for new learning. It
Grade Level
Learning Area General Chemistry
Quarter Third
The learners demonstrate understanding of the use of chemical
formulas to represent chemical reactions.
The learners can design a representation of chemical reactions.
The learners interpret the meaning of a balanced chemical
reaction in terms of the law of conservation of mass.
STEM_GC11CR-If-g-35
Specific Objectives:
1. Define chemical reaction.
2. Describe the evidences of chemical reaction.
3. Write equations for chemical reactions and balance.
STOICHIOMETRY: Chemical Reactions and Chemical
Equations
STEM General Chemistry 1 and 2, pp. 220-226
NA
Chang, Raymond and Goldsby Kenneth A. (2014). General
Chemistry, 7th ed. McGraw-Hill Companies, Inc. USA.
NA
https://www.youtube.com
https://www.kahoot.com
DAILY ROUTINE:
1. Greetings
2. Classroom cleaning
3. Checking of attendance
4. Preparation and set-up of learning materials
SOUND and VIDEO ANALYSIS:
1. Play a sound and ask the students to identify the sound that
they will hear.
2. Show a short video clip.
Guide Question:
What is the principle behind the phenomenon shown in the
video?
3. Manages classroom structure to engage learners, individually
or in groups, in meaningful exploration, discovery and hands-on
activities within a range of physical learning environments.
2. Applies range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking.
Then introduce the lesson and present the following questions to
be answered at the end of the lesson:
1. What is chemical reaction?
2. What are the observable evidences of chemical
reaction?
3. How is a chemical equation written to represent a
chemical reaction?
RECALL:
To gauge the prior knowledge of students about chemical
reactions, an interactive exercise is executed.
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illustrates the principle that learning starts (Link: https://www.kahoot.com)
where the learners are. Carefully structured Directions: Choose the letter of the correct answer. The top
activities such as individual or group three (3) scorers will be given small prizes.
reflective exercises, group discussion, self- Questions:
or group assessment, dyadic or triadic
1. There is chemical reaction in boiling water.
interactions, puzzles, simulations or role-
play, cybernetics exercise, gallery walk and A. True B. False
the like may be created. Clear instructions 2. A substance may remain unchanged even after a chemical
should be considered in this part of the reaction.
lesson. A. True B. False
3. Which of the following represents a chemical reaction?
A. chemical symbol C. chemical equilibrium
B. chemical formula D. chemical equation
4. Which is a NOT a solid?
A. snowflakes C. table sugar
B. carbon dioxide as dry ice D. lye
5. Which gives an INCORRECT chemical symbol?
A. chlorine – Cl C. fluorine - Fl
B. bromine – Br D. helium - He
6. How many atoms are there in a unit of aluminum sulfate,
Al2(SO4)3?
A. 8 B. 12 C. 17 D. 32
7. In Chemistry, what is the principle behind “balancing”
chemical equations?
A. Law of Definite Composition
B. Law of Multiple Proportion
C. Law of Conservation of Energy
D. Law of Conservation of Mass
8. How many oxygen atoms are there in the left side of the
equation 2 KClO3 KCl + 3 O2?
A. 2 B. 3 C. 6 D. 8

3. Manages classroom structure to engage learners, individually

or in groups, in meaningful exploration, discovery and hands-on
activities within a range of physical learning environments.
2. Applies range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking.
5. Manages learner behavior constructively by applying positive
and non-violent discipline to ensure learning-focused
environments.

Analysis (20 minutes). PICTURE ANALYSIS:

Essential questions are included to serve Show students a few pictures indicating that chemical reactions
as a guide for the teacher in clarifying key are taking place.
understandings about the topic at hand.
Critical points are organized to structure the
discussions allowing the learners to
maximize interactions and sharing of ideas
and opinions about expected issues.
Affective questions are included to elicit the
feelings of the learners about the activity or
the topic. The last questions or points taken
should lead the learners to understand the
new concepts or skills that are to be
presented in the next part of the lesson.

Guide Questions:
1. What do you see in each picture?
2. What is/are common among the pictures that you have seen?

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Abstraction (20 minutes).
This outlines the key concepts, important
skills that should be enhanced, and the
proper attitude that should be emphasized.
This is organized as a lecturette that
summarizes the learning emphasized from
the activity, analysis and new inputs in this
part of the lesson.
Application (5 minutes).
This part is structured to ensure the
commitment of the learners to do
something to apply their new learning in
their own environment.
3. What evidences tell us that a chemical reaction occurs?
PROCESSING:
With the aid of a PowerPoint presentation, facilitate a discussion
of the following:
1. definition of chemical reaction;
2. evidences that a chemical reaction has occurred;
3. symbols used in writing chemical equations;
4. the step-by-step procedure in balancing a chemical equation;
and
5. Law of Conservation of Mass, the principle behind balancing
of chemical equations
Guide Questions:
1. How do you define a chemical reaction?
2. When do you say that a chemical reaction occurs?
3. What are the symbols used to represent a chemical
reaction?
4. Why do we balance a chemical equation?
5. How do we balance a chemical equation?
3. Manages classroom structure to engage learners, individually
or in groups, in meaningful exploration, discovery and hands-on
activities within a range of physical learning environments.
5. Manages learner behavior constructively by applying positive
and non-violent discipline to ensure learning-focused
environments.
3. Applies range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking.
GROUP ACTIVITY:
1. Divide the class into five (5) groups.
2. Each group is given a task.
(Please see Task Sheet.)
1-2 minutes will be given to each group for the presentation of
their output.
INDIVIDUAL ACTIVITY:
Ask students to write down in their science journal their own
thoughts on how they can possibly use knowledge on chemical
reactions in achieving their personal goals for their future.Then,
sharing of answers and thoughts follows.
5. Uses differentiated, developmentally appropriate learning
experiences to address learners' gender, needs, strengths,
interests and experiences.
1. Applies knowledge of content knowledge across curriculum
teaching areas.
OPEN DISCUSSION:
Show some pictures that can be explained by the concept of
chemical reaction.
Guide Question:
What chemical reaction explains the process involved in each
scenario?
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 Ask students to cite other real-life scenarios where chemical
reactions are evident, and share what new learning from the
lesson they can use in understanding them.

5. Uses differentiated, developmentally appropriate learning

experiences to address learners' gender, needs, strengths,
interests and experiences.
1. Applies knowledge of content knowledge across curriculum
teaching areas.

Assessment (10 minutes). SEATWORK:

For the Teacher to:
a) Assess whether learning objectives have
been met for a specified duration,
b) Remediate and/or enrich with
appropriate strategies as needed, and c)
Evaluate whether learning intentions and
success criteria have been met. (Reminder:
Formative Assessment may be given
before, during, or after the lesson). Choose
any from the Assessment Methods below.
Write the balanced chemical equation for each of the following
chemical reactions.
1. Oxygen (O2) gas can be made by heating solid potassium
chlorate (KClO3). Potassium chloride (KCl) is left as a residue.
2. The reaction of sulfuric acid (H2SO4) with sodium hydroxide
(NaOH) gives sodium sulfate (Na2SO4) and water (H2O).
3. Magnesium (Mg) reacts with hydrogen chloride (HCl) to form
magnesium chloride (MgCl2) and molecular hydrogen (H2).
4. Calcium (Ca) reacts with silver nitrate (AgNO3) to produce
calcium nitrate [Ca(NO3)2] and silver.
5. Silver sulfate (Ag2SO4) combines with aluminum chloride
(AlCl3) to yield silver chloride (AgCl) and aluminum sulfate
[Al2(SO4)3].

3. Manages classroom structure to engage learners, individually

or in groups, in meaningful exploration, discovery and hands-on
activities within a range of physical learning environments.

Assignment/Agreement (5 minutes). ASSIGNMENT:

Fill-in below any of the four purposes 1. Name and describe the basic types of chemical reaction.
 Reinforcing / strengthening the 2. Give two examples for each type of chemical reaction.
day’s lesson
 Enriching / inspiring the day’s
lesson
 Enhancing / improving the day’s
lesson
Preparing for the new lesson

V. REMARKS
Indicate special cases including but not
limited to continuation of lesson plan to the
following day in case of re-teaching or lack
of time, transfer of lesson to the following
day, in cases of class suspension, etc.

VI. REFLECTION
Reflect on your teaching and assess
yourself as a teacher. Think about your
student’s progress. What works? What else
needs to be done to help the students
learn? Identify what help your instructional
supervisors can provide for you so when
you meet them, you can ask them relevant

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questions. Indicate below whichever is/are
appropriate.

A. No. of learners who earned 80% on

the formative assessment.
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons 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? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers?

Prepared and Submitted by: ____________________________

RIZALINA E. ANDAMO
Master Teacher II

Submitted to: ____________________________

MARK DA. VALDEVIESO
Subject Group Head - Sciences

Reviewed by: _________________________________

OLIVER C. SANCHEZ
Assistant Principal II

Approved by: ________________________________

DJOANA L. POJA, Ed.D.
Principal IV

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Group Task:

Group Picture Task

ABM For future business managers, how
can you use your knowledge on
chemical reactions to become
successful in business?

HUMSS For future politicians, how can you

use your knowledge on chemical
reactions to help clean water and
systems in the country?

LANG For future OFW, how can you use

your knowledge on chemical
reactions to achieve foreign looks to
work or compete globally?

MATH For future engineers, how can you

use your knowledge on chemical
reactions in building or strengthening
structures and establishments?

SCI For future doctors or medical

practitioners, how can you use your
knowledge on chemical reactions to
help cure diseases or improve the
health condition of humans?

Rubric Scoring:
Criteria Point Allocation
Correct Information ………………………. 15
Presentation of Work...……………………. 10
Time bound …………………………….…… 5
TOTAL …………… ………………………….30 points

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