DETAILED LESSON PLAN

2/21/2020

SCHOOL GRADE LEVEL 10

TEACHER LEARNING AREA Science
NO. OF
SESSION 1 QUARTER FOURTH

I. OBJECTIVES
The learners demonstrate an understanding of how the chemical reactions associated
A. Content Standards
with biological and industrial processes affecting life and the environment.
The learners shall be able to:
B. Performance Standards Use any form of media, present chemical reactions involved in biological and industrial
processes affecting life and the environment.
At the end of the lesson, the students should be able to:
C. Learning 1. Define chemical reaction;
Competencies/ 2. Identify the evidence/s that chemical reaction has occurred ;
Objectives
3. Give examples of chemical reactions they encounter everyday; and
4. Value the importance of chemical reactions in our daily living.
II. CONTENT Chemical Reactions
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 281-286
2. Learner’s Materials
Pages 403-407
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
5. Other Learning Materials Laboratory equipment
6.Contexualization/Localization
IV. PROCEDURES
A. Reviewing previous Teacher’s Activity Student’s Activity
lesson or presenting the Elicit:
new lesson The class will be divided into
(The activities in this
two groups. Each group will be
section will evoke or
given 6 pictures and based
draw out prior
from your prior knowledge,
concepts or prior
classify the given
experiences from
pictures/scenarios if it
the students)
undergo physical change or
chemical change.
Did you understand? Yes Ma’am!
(the students do the activity)

How did you know that a

matter undergoes physical A matter
change? undergoes physical
change when it only
changes its physical
 appearance like size and
shape.

Very Good!
How about chemical change? A matter
undergoes chemical
change when there is a
formation of new
substance.
Correct!

C. Establishing a purpose Engage: This time, we will be using

for the lesson (The activities in this the same group. We will be
D. Presenting section will playing “FOUR PICS, ONE
examples/instances of stimulate their WORD”.
the new lesson Are you familiar with this
thinking and help
them access and game?
connect prior Yes Ma’am!
knowledge as a Then let’s begin.
jump start to the
present lesson)

CHEMICAL

REACTIONS

Very Good!
So, what do you think is our
lesson for today?

Our lesson for today is all

Exactly! about Chemical Reactions.

And at the end of this session
 you are able to:
1. Define chemical reaction;
2. Identify the evidence/s that
chemical reaction has
occurred;
Explore: To know more about this
(In this section, topic, you will be divided into
students will be four groups in doing our next
given time to think, activity. (Students do the counting for
E. Discussing new their grouping)
concepts and practicing plan, investigate,
and organize The activity is entitled “Find
new skills #1
collected the Evidences”. you will act as
information; or the a junior investigators and you
performance of the will find the evidences that
planned/prepared chemical reaction has
activities from the occurred. Inside this
students’ manual classroom, I prepared four
with data gathering stations. Each station has a
with Guide task to be done per group.
Questions) Strictly follow the procedures
in each station. And always
remember your safety. Please
follow the following
arrangement:
F. Discussing new Station 1- 1 2 3 4
concepts and practicing Station 2- 2 3 4 1
new skills #2 Station 3- 3 4 1 2
Station 4- 4 1 2 3
You will be given only 3
minutes per station. Is that Yes Ma’am!
clear?

Write your answers in the Yes Ma’am!

manila paper. (the students do the activity)

You may start now.

G. Developing mastery Explain: Since you are already done,
(leads to Formative paste your answer on the
(In this section, board and assign one member
Assessment 3) students will be to explain what you’ve got in
involved in an our activity. (Group presentation)
analysis of their
exploration. Their Based from the activity, what
are the evidences of chemical
understanding is reaction that you discovered?
clarified and
modified because of We can say that there is really a
reflective chemical reaction in a matter if
activities)/Analysis the following evidences are
of the gathered visible:
 data and results and 1. Change in color and odor.
be able to answer 2. Formation of gas.
the Guide Questions 3. Temperature change.
leading to the focus Very well said! 4. Production of light.
concept or topic for We have another evidence
the day. which are not included in the
activity. So I will let you watch
a very short video about this
evidence and later tell the
class if what evidence is being
shown in the video.
Understood?

Yes Ma’am!
What do you think is the last (students watch the video)
evidence?

Based from the video that we

watched, formation of
Correct! precipitate is the last evidence.
Based from the activity that
you did, how will you define
now CHEMICAL REACTION?

Chemical reaction is a process in

which one or more substances
are converted to one or more
different substances, the
Excellent! products.
H. Finding practical Elaborate:
applications of concepts (This section will Who can give examples of
and skills in daily living give students the chemical reactions that you
I. Making generalizations opportunity to experience or encounter
and abstractions about everyday?
expand and
the lesson Possible answers:
solidify/concretize
their understanding A. Digestion of food
of the concept B. Rusting of iron
and/or apply it to a C. Photosynthesis
real-world situation) D. Cooking of food
E. Burning of fuel
Very good!
This time you will do the last
activity for this day. Each
group will pick their task in the
box that I will be providing.
The highlight of this activity is
the importance of chemical
reactions in our life.

Group 1- Poster Making

Group 2- Role Playing
Group 3- Poem
Group 4- Song
 (the students do their assigned
You will be rated according to task)
the following criteria:
A. Presentation ---- 30 pts
B. Cooperation ----- 20 pts
C. Creativity --------- 20 pts
D. Content ----------- 30 pts

Not all chemical reactions are

Evaluation: Multiple Choice:
(This section will 1. Which of the following Key to Correction
provide statement is true about
J. Evaluating learning opportunities for chemical reactions? 1. C
concept check test A. Occur only in living 2. C
items and answer organisms. 3. B
key which are B. Occur only in non living 4. C
aligned to the organisms 5. A
learning objectives C. Produce new substances
– content and 2. Which of the following is
performance not an evidence of chemical
standards and reaction?
address A. Formation of bubbles
misconceptions- if B. Temperature change
any) C. Formation of stones
3. The following undergo
chemical reaction except
A. baking
B. Hair cutting
C. Photosynthesis
4. Fresh fish and meat that are
not stored in a refrigerator
show signs of spoilage in less
than a day. What has caused
this spoilage?
A. Temperature change
B. Oxygen in the air
C. All of these
5. Toxic wastes are products of
chemical reaction which can
harm our environment, as a
student, how will you help
lessen the harmful effect of
 this reaction?
A. Practice proper waste
disposal.
B. Use single used plastic
C. Always use plastic straw in
all drinks.
Extend: The chemical reaction is
(This section gives always transformed into
situation that chemical equation.
explains the topic in Write the chemical equation
a new context, or for the following reaction:
K. Additional activities for integrate it to
another 1. Iron reacts with copper The students write their answers
application or
discipline/societal sulfate and forms iron sulfate in paper.
remediation
concern) and copper.
2. Vinegar or acetic acid
combines with baking soda or
sodium bicarbonate to form
carbonic acid and sodium
acetate.
V. REMARKS
VI. REFLECTION
L. No. of learners who earned 80% in the evaluation
M. No. of learners who require additional activities for
remediation
N. Did the remedial lessons work? No. of learners who
have caught up with the lesson
O. No. of learners who continue to require remediation
P. Which of my teaching strategies worked well? Why
did these work?
Q. What difficulties did I encounter which my principal
or supervisor can help me solve?
R. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?