FOURTH QUARTER: UNIT TITLE: TIME FRAME:

MATTER BIOMOLECULES DATE:

CONTENT STANDARDS: PERFORMANCE STANDARDS:

The learners demonstrate an understanding of:
1. The structure of biomolecules which are
made up mostly of a limited number of
elements such as Carbon, Hydrogen,
Oxygen and Nitrogen.
The learners shall be able to:
1. Describe the importance of
biomolecules to our health through
a school campaign.

ESSENTIAL UNDERSTANDING: ESSENTIAL QUESTION:

1. Each biomolecules plays a vital role to 1. How do molecules help contribute
make every living organism functional to the functions of the living world?
because they govern all the activities of 2. Which biomolecules is the most
the body. important in cell’s life processes?
2. Proteins play important role in the cells
because they do most of the work in the
cells.

Lesson 1: Biomolecules in Food

No. of days: 4 days

Date:

Learning Competencies:

The Learners should be able to:

1. Discuss the elements present in biomolecules.

2. Explain the importance of nutrition information on food labels.

LEARNING TARGETS:

1. I can discuss the elements present in biomolecules.

2. I can explain the importance of nutrition information on food labels.

Activating Prior Knowledge:

Mind Pick

Assign the learners to bring different packages of food beforehand. Ask them to read the
Nutrition facts on food labels. Have them evaluate the contents of each food. Ask them “Why
is there a Nutrition Facts or Information on every food packaging?” “ Does it make a
difference what people order in restaurants when nutrition information is on the menu? Does it
make a difference to you?”

EXPLORE
Loop

Pre-Assessment

Answer the pre-assessment model (KWHL Chart) below to check your idea and
understanding about molecules. Only the KW part will be answered for now. The HL part will
be answered after the unit.
 What I Know

What I Want to know

How I learned

What I Learned

Investigate

Ask the learners to do the Investigate activity found on the worktext.

I. Objective
To test the presence of starch and protein in common food using reagents such as
tincture of iodine (starch) and Biuret solution (protein).
II. Materials:
A. Test for Starch
Small bottle of iodine solution, 10 test tubes or petri dishes, dropper or pipette, and
food samples: potato, pasta, orange juice, bread, rice, banana, clerey, table salt,
cheese, and carrot
B. Test for Protein
Biuret solution, 5 petri dishes, dropper or pipette, and food samples: milk, tofu,
cheese, tuna, and apple
III. Procedure
A. Test for Starch
1. Describe the appearance of each food sample, specifically the color, and record your
observation.
2. Get the test tubes or the containers and mark them 1-10.
3. Place each food sample into separate test tubes or petri dishes.
4. Add a drop or two of tincture of iodine into the test tube marked #1. Note the change in
color. Record your results.

Note: Iodine has the characteristic of having a yellow-brown color. Its reaction to
starch produces a blue-black color.
5. Repeat step 4 to the rest of the samples. Record your results.
B. Test for Protein
1. Describe the appearance of each food sample, specifically the color and record your
observation.
2. Gather the petri dishes and mark them 1-5.
3. Place the five food samples into five different petri dishes.
4. Add 10 drops of Biuret reagent to each food sample in the petri dishes. Observe.
Record any change in color.
Note: Biuret is a blue reagent that turns violet or pink in the presence of proteins
5. Repeat step 4 to the rest of the samples. Record your results.
IV. Data and Results:
A.
Food Tested Color Before the Color After the Presence of Starch
Addition of Addition of
 Tincture of Iodine Tincture of Iodine

Potato
Orange juice
Rice
Celery
Cheese
Pasta
Bread
Banana
Table salt
Carrot

B.

Food Tested Color Before the Color After the Presence of Protein
Addition of Biuret Addition of Biuret
Solution Solution
Milk
Tofu
Cheese
Tuna
Apple

V. Questions for Analysis:

1. Which among the food items that you tested contain starch?
2. Which food items did not react with the tincture of iodine?
3. How will you know if a food item contains starch?
4. Which among the food items that you tested contain protein?
5. Which food items did not react with the Biuret solution?
6. How will you know if a food item contains protein?

VI. Conclusion:
What is the importance of the presence or absence of starch and protein in food?

DEEPEN
Hands on Activity

Group the learners in 4 or 5. The learners will make their own recipe for healthy meal and
they will coon. Then, when the food is ready, they will explain their recipe to the class
including the biomolecules present in their food.

Library/Research Work
Instruct the learners to make a research study about the meaning of the parts of Nutrition
Facts Labels such as serving size, servings in the package, calories in a serving, nutrient
amount in serving, percent daily values.

TRANSFER

Journal Writing: Instruct the learners to write an essay about “You are what you eat”

Prepared by: Checked by:

MS. ELLA B. LLAMAS MS. KAREEN T. BOGUEN

 Teacher Coordinator
FOURTH QUARTER: UNIT TITLE: TIME FRAME:
MATTER BIOMOLECULES DATE:

CONTENT STANDARDS: PERFORMANCE STANDARDS:

The learners demonstrate an understanding The learners shall be able to:

of:
1. The structure of biomolecules which
are made up mostly of a limited number
of elements such as Carbon,
Hydrogen, Oxygen and Nitrogen.
1. Describe the importance of
biomolecules to our health through a
school campaign.

ESSENTIAL UNDERSTANDING: ESSENTIAL QUESTION:

1. Carbohydrates are the most vital 1. Why are carbohydrates important?
source of energy for one’s body. If the
body lacks carbohydrates, the cells,
tissues, and organs will not be able to
function well.
2. The Monosaccharide is the simplest
form of sugar. Glucose, Fructose,
Galactose is examples of simple sugar.
3. The Disaccharides-sucrose, lactose,
maltose contain two monosaccharide
units.
4. The Polysaccharide-Glycogen,
cellulose contains ten monosaccharide
units.
5. The carbohydrate content of the human
body supply energy from glucose.

Lesson 2: Carbohydrates

No. of days: 4 days

Date:

Learning Competencies:

The Learners should be able to:

1. Discuss carbohydrates and differentiate between monosaccharide and

polysaccharide.
LEARNING TARGETS:

1. I can discuss carbohydrates and differentiate between monosaccharide and

polysaccharide.

Activating Prior Knowledge:

Inquiry Lab: Have the learners answer the Inquiry Lab found in the worktext.

Which Food Contains Starch?

1. Prepare small samples of the food to be tested and placed in the well of a spot plate.
2. Add one drop of iodine solution for each of the food to be tested.
3. Record the observed color of iodine on the food you tested.
4. Which food samples contain starch?

Think This Over:

What food contains higher amount of carbohydrates?

Examples/ Non examples: Have the learners name as many examples of sources of
proteins as they can.

EXPLORE

Socratic Dialogue: Have learners create an acronym using the word

CARBOHYDRATE. Each letter should describe the carbohydrate or its
importance.

Doodle It: Encourage learners to read the worktext and have them draw the
sources of different types of carbohydrates.

DEEPEN
Demonstration:

Post the illustration of molecular structure of the different types of carbohydrates. Let the
learners identify which is monosaccharide, disaccharide, or polysaccharide. Then, have them
explain why they come up with such type.

TRANSFER

Modelling:

Ask the learners to bring any materials that can be used to create model of molecular
structure of carbohydrates. It can be clay, polystyrene balls, and sticks. Use the worktext for
the pattern of the molecular model.

Have learners answer the following:

What three elements are present in glucose, fructose, and Galactose?
How many atoms of carbon are present in a molecule of glucose? Fructose?
Galactose?
How many monosaccharide molecules are needed to from one sucrose molecule?
How many times larger is the number of hydrogen atoms than oxygen atoms in a
polysaccharide molecule?

Journal Entry:

Ask them to write an essay about the effect of too much intake of carbohydrates.

Prepared by: Checked by:

MS. ELLA B. LLAMAS MS. KAREEN T. BOGUEN

Teacher Coordinator
 FOURTH QUARTER: UNIT TITLE: TIME FRAME:
MATTER BIOMOLECULES DATE:

CONTENT STANDARDS: PERFORMANCE STANDARDS:

The learners demonstrate an understanding The learners shall be able to:

of:
1. The structure of biomolecules which
are made up mostly of a limited number
of elements such as Carbon,
Hydrogen, Oxygen and Nitrogen.
1. Describe the importance of
biomolecules to our health through a
school campaign.

ESSENTIAL UNDERSTANDING: ESSENTIAL QUESTION:

1. Protein is very essential in a cell’s life 1. Which biomolecules is the most
processes because they help the cell important in cell’s life processes?
keep its shape, control movement of
particles in and out of the cell if it is
damaged. Proteins are especially
important in cell division because they
control when it starts, ends, and every
movement in between.
2. The proteins function as catalyst,
antibody, and enzyme; help make up
part of the structure of the body; and
repair damaged tissue.
3. The linear formula, R-Chain and
abbreviations of amino acids are
variable among the twenty amino acids.
4. The structure of proteins is dictated by
the sequence of amino acids.

Lesson 3: Proteins

No. of days: 4 days

Date:

Learning Competencies:

The Learners should be able to:

1. Discuss proteins and what functions they serve.

2. Identify some of the more important properties of proteins and explain the
importance of hydrogen bonds.
3. Classify proteins according to their function.

LEARNING TARGETS:
1. I can discuss proteins and what functions they serve.
2. I can identify some of the more important properties of proteins and explain the
importance of hydrogen bonds.
3. I can classify proteins according to their function.

Activating Prior Knowledge:

Inquiry Lab: Have the learners answer the Inquiry Lab found in the worktext.
 Protein Structure Model
1. In making a protein model, you will be needing the following materials: pieces of
wire (about 10-20cm cm), pencil, or ballpoint pen.
2. Get the first wire and coil it around a pencil or ballpoint pen. Make as many coils
as you want. You may also leave some wire hanging, then coil again.
3. Pull off the wire gently from the pencil or ballpoint pen.
4. Describe the model that you have produced.
5. Get the second wire and just like first wire, coil it around a pencil or ballpoint pen
then pull it off from the pencil or ballpoint pen once you are done coiling.
6. Press the coiled wire using your hands and then release your hands.
7. Describe the model that you have produced.
8. What protein structure is represented by the first wire? The second wire?

Examples/ Non examples: Have the learners name as many examples of sources of
proteins as they can.

EXPLORE

A. Socratic Dialogue: Post a question about the importance of proteins and have
the learners articulate their answers.
B. Flash Cards: Prepare flash cards containing the abbreviations of amino acids.
Show the learners one by one and have them give the name of the
abbreviated amino acid.
C. Paper Pass: Have learners make Loop-A- Word that includes the different
amino acids on a paper. Then, collect the papers and distribute them randomly
to the learners. Each leaner will answer the loop a word prepared by his/her
classmate. The words that they have to find are amino acids.

DEEPEN
Discussion: Discuss the classification of proteins according to their functions.

TRANSFER

Journal Entry:
Ask them to write an essay about the effects of protein deficiency.

Prepared by: Checked by:

MS. ELLA B. LLAMAS MS. KAREEN T. BOGUEN

Teacher Coordinator
 FOURTH QUARTER: UNIT TITLE: TIME FRAME:
MATTER BIOMOLECULES DATE:

CONTENT STANDARDS: PERFORMANCE STANDARDS:

The learners demonstrate an understanding The learners shall be able to:

of:
1. The structure of biomolecules which
are made up mostly of a limited number
of elements such as Carbon,
Hydrogen, Oxygen and Nitrogen.
1. Describe the importance of
biomolecules to our health through a
school campaign.

ESSENTIAL UNDERSTANDING: ESSENTIAL QUESTION:

1. Information is conveyed through the 1. How is genetic information stored in
nucleic acid sequence, or the order of the nucleic acids?
nucleotides within a DNA or RNA
molecule. Strings of nucleotides strung
together in a specific sequence are the
mechanism for storing and transmitting
hereditary or genetic information via
protein synthesis.
2. The difference between DNA and RNA
are seen in their composition, base-
pairing, reactivity, and structural
functions.
3. The molecular structure of DNA and
RNA are different in terms of their
strands. DNA has two nucleotide
strands while RNA is single-stranded.
4. The purine and pyrimidine bases are
nitrogenous bases that make up the
two different nucleotide bases in DNA
and RNA.
5. The three types of RNA are mRNA,
rRNA, and tRNA.

Lesson 3: Nucleic Acids

No. of days: 4 days

Date:

Learning Competencies:

The Learners should be able to:

1. Discuss the importance of enzymes and classify them according to the type of
reaction that they catalyse.
2. Explain where nucleic acids occur in the body and discuss the functions of DNA and
RNA.

LEARNING TARGETS:
1. I can discuss the importance of enzymes and classify them according to the type of
 reaction that they catalyse.
2. I can explain where nucleic acids occur in the body and discuss the functions of DNA
and RNA.

Activating Prior Knowledge:

Inquiry Lab: Have the learners answer the Inquiry Lab found in the worktext.

My Nucleotide
1. Make an online research on the structural formulas of the following nucleotides:
thymine, adenine, cytosine, and guanine.
2. Choose one of the nucleotides from which you would like to create a model.
3. Use various materials such as polystyrene balls, plastic cups, or discarded materials
of your choice in making your model.
4. To show bonds between atoms, you may use strings, toothpicks, Popsicle sticks, or
any other materials that you think would help create the bonding.
5. You may also add color to your model for presentation.
6. What elements are present in your model?
7. Are these elements also present in other nucleotide structures?
8. Compare your output with the work of your classmates. Are there similarities or
differences with your models.

Film Viewing: Have learners view a video clip that shows the molecular structure of
DNA and RNA

EXPLORE

A. Two-Column Chart: Have learners read the difference between the DNA and RNA
structure. Using the chart below, ask learners to differentiate DNA from RNA.

DNA RNA
Stands for
Definition
Function
Structure
Base Pairing

B. Doodle It: Encourage learners to draw their understanding about the enzymes.

DEEPEN
Discussion: Discuss and explain where nucleic acids occur in the body and discuss the
functions of DNA and RNA.

TRANSFER

Integration:
Ask the learners to relate the lesson to their knowledge about the nucleic acids discussed in
Biology.
Journal Entry:
Ask them to write an essay about the importance of enzyme to chemical reactions.

Prepared by: Checked by:

MS. ELLA B. LLAMAS MS. KAREEN T. BOGUEN

Teacher Coordinator
 FOURTH QUARTER: UNIT TITLE: TIME FRAME:
MATTER BIOMOLECULES DATE:

CONTENT STANDARDS: PERFORMANCE STANDARDS:

The learners demonstrate an understanding The learners shall be able to:

of:
1. The structure of biomolecules which
are made up mostly of a limited number
of elements such as Carbon,
Hydrogen, Oxygen and Nitrogen.
1. Describe the importance of
biomolecules to our health through a
school campaign.

ESSENTIAL UNDERSTANDING: ESSENTIAL QUESTION:

1. Some of the main functions of lipids 1. What is the main function of lipids?
are: normal growth and development,
energy (fat is the most concentrated
source of energy), absorbing certain
vitamins (like vitamins A, D, E, K, and
carotenoids), and providing cushioning
for the organs.
2. The characteristics of lipids explain why
it is hydrophobic.
3. The three types of lipids are
triglycerides, steroids, and
phospholipids.

Lesson 3: Lipids

No. of days: 3 days

Date:

Learning Competencies:

The Learners should be able to:

1. Explain lipids and fatty acids.

2. Discuss the difference between fats and oils.

LEARNING TARGETS:
1. I can explain lipids and fatty acids.
2. I can discuss the difference between fats and oils.

Activating Prior Knowledge:

Inquiry Lab: Have the learners answer the Inquiry Lab found in the worktext.

Test for the Presence of Fats

1. Prepare samples of substances such as lard, milk, olive oil, bread, and banana to be
tested, as well as five similar test tubes.
2. Place a small piece of substance 1 in a test tube. Mark it as substance #1. Do the
 same with the rest of the substances. Mark each test tube with substance in it.
3. Add 10 drops of Sudan III solution to each test tube. Sudan III solution is used to test
the presence of lipids. A red stain in a mixture will signify its presence.
4. Shake each test tube to mix the contents.
5. Observe and record your results.
Substances Observation Lipid (Presence or Not)
Lard
Milk
Olive oil
Bread
Banana

6. Which substances contain lipids/

7. Which substances do not contain lipids?

Think-Pair Share: Have learners answer the question: “Are all types of fats bad for the
health? Why or why not?” Then, have them share their answers to the partner.

EXPLORE

A. Research Work: Have learners research the importance of lipids and list 10 of its
importance.
B. Frayer Model: Encourage learners to discuss lipids and fatty acids using the
frayer model.

Importance Importance

Fatty
Definition
Lipids Examples Definition Acids Examples

Molecules Molecules

DEEPEN
Discussion: Discuss and explain lipids and fatty acids and differentiate between fats and oils.

TRANSFER

3-2-1 Exit Cards: Ask the learners to list three things that they understand, two things about
the topic that connected to them personally, and one unclear topic.

Quick Quiz: A short quiz will be given to the learners:

Some of the main functions of lipids are normal growth and development

Prepared by: Checked by:

MS. ELLA B. LLAMAS MS. KAREEN T. BOGUEN

Teacher Coordinator
 FOURTH QUARTER: UNIT TITLE: TIME FRAME:
MATTER CHEMICAL REACTIONS DATE:

CONTENT STANDARDS: PERFORMANCE STANDARDS:

The learners demonstrate an understanding The learners shall be able to:

of:
1. The chemical reactions associated with
biological and industrial processes
affecting life and the environment.
1. Present the chemical reactions
involved in biological and industrial
processes affecting life and the
environment through the use of any
form of media.

ESSENTIAL UNDERSTANDING: ESSENTIAL QUESTION:

1. A change is necessary to produce a 1. Why is change necessary?
new output. Changes are obviously 2. How can you predict changes?
seen if the structure or appearance is 3. How do chemical reactions maintain
altered. Some examples that show the a stable environment?
contribution of chemical reactions
which maintain a stable environment
are photosynthesis and homeostasis.
2. Change is important in life because if
we do not experience different things,
we will be stagnant and there is no
progress.
3. Changes are beneficial when it
encourages growth, allows new
beginnings, or it is a positive change.
4. The collision theory happens when
molecules collide with others and result
to chemical change.
5. Maxwell-Boltzmann Distribution is a
graph that plots the number of particles
versus the particular energy.
6. The rate determining step is the
slowest step in the reaction
mechanism.

Lesson 1: Occurence of a Chemical Reaction

No. of days: 5 days

Date:

Learning Competencies:

The Learners should be able to:

1. Define chemical change and chemical reaction.

 2. Describe how a chemical reaction takes place.

LEARNING TARGETS:
1. I can define chemical change and chemical reaction.
2. I can describe how a chemical reaction takes place.

Anticipatory Guide: Present the table to the learners. Have them agree or disagree
with the statements on the other side of te table. They will answer this using their prior
knowledge.

Agree Disagree
1. Chemical reactions
take place only
among chemicals.
2. The process of
chemical reaction is
affected by different
factors.
3. The process of
chemical changes
and chemical
reactions is the
same.
4. Chemical reactions
are reactions which
produce irreversible
change.
5. Chemical Reactions
will continue until all
reactants are
exhausted.

Think-Pair-Share: Ask the learners, “How would you say that there is a chemical reaction
taking place in a substance?” Have the learners answer the question and share it to each
one’s partner.

Make Predictions: Have learners perform a simple experiment and let them predict that
would be the product of the chemical reaction.

Experiment:
The first experiment is a very simple one that shows children how to tell if a chemical reaction
has occurred by observing the formulation of a gas.

Materials needed:
A bottle
Vinegar
Baking soda
A balloon
A funnel

Have the learners place a small amount ( a couple tablespoons) of baking soda in the balloon
using the funnel. Then have them pour vinegar into the bottle so it is about half full. Very
carefully stretch the balloon around the top of the bottle, making sure that they kept the
balloon down so that the baking soda doesn’t fall into the bottle. Make sure they hold the top
of the balloon so that it doesn’t come off. Once they have observed the reaction, ask
questions. “What type of reaction occurred? How do you know/ What is inside the balloon?”
 EXPLORE

Think-Pair-Share: Let the learners do the Loop activity found on the worktext.
Investigate: Ask the learners to do the Investigate activity found on the worktext.

Hands-on Activity: Group the learners into 4 or 5. Have them observe some changes during
and after the chemical reaction in cooking. Have them take note of their observations before
they cook ingredients and create the product after cooking. Ask them to compare their
findings. Ask them to relate chemical change to chemical reaction.

Dramatization: have learners act out what happens to molecules before, during, and after
chemical reaction. The learners will demonstrate the collision of molecules with each other.
.
DEEPEN
Discussion: Discuss and explain the occurrence of a chemical reaction.
TRANSFER

One-Sentence Summaries:

Ask the learners to provide a one-sentence summary of what they have learned. Give them
time to reflect on their learning and encourage learners to think about their response.

Prepared by: Checked by:

MS. ELLA B. LLAMAS MS. KAREEN T. BOGUEN

Teacher Coordinator
 FOURTH QUARTER: UNIT TITLE: TIME FRAME:
MATTER CHEMICAL REACTIONS DATE:

CONTENT STANDARDS: PERFORMANCE STANDARDS:

The learners demonstrate an understanding of:
1. The chemical reactions associated with
biological and industrial processes
affecting life and the environment.
The learners shall be able to:
1. Present the chemical reactions
involved in biological and industrial
processes affecting life and the
environment through the use of any
form of media.

ESSENTIAL UNDERSTANDING: ESSENTIAL QUESTION:

1. Changes happen when there is a 1. How can you predict changes?
different outcome after the process. 2. Why is energy important in
2. Without energy the chemical change chemical change?
could not occur and nothing will initiate a
chemical reaction.
3. The difference between exothermic
process and endothermic process.
4. The difference between spontaneous
reaction and nonspontaneous reactions.
5. The two driving forces for all chemical
reactions.

Lesson 2: Chemical Reaction Involves Energy

No. of days: 5 days

Date:

Learning Competencies:

The Learners should be able to:

1. Differentiate the following exothermic and endothermic, and spontaneous and non-
spontaneous reaction.

LEARNING TARGETS:

1. I can differentiate the following exothermic and endothermic, and spontaneous and
non-spontaneous reaction.

Anticipatory Prior Knowledge

 1. Knowledge Rating:
Have learners rate their familiarity with key concepts and academic language using
the numbers 1,2, and 3 to show their levels of understanding:

Rate the following terms according to this scale:

1. I have never heard of this term before.
2. I have heard of this term but do not know how to apply it in mathematics.
3. I understand this term and know how to apply it in mathematics.
______________ Endothermic ________________Spontaneous
______________ Exothermic ________________ Nonspontaneous
______________ Entropy ________________ Enthalpy

2. Ponder and Pass:

Learners are asked to give information about what they know, what they want
(need) to learn, and questions they have about the involvement of energy change
in chemical reaction. The learners will fill out the form.

My background experience on this topic is

_________________________________________________________________
____. I want (need) to learn _____________________________ about
________________________________________________________________.
My feelings about this topic of _____________________________________are
__________________________and ________________________.

The big questions I have about this topic are ____________________and

___________.
EXPLORE

A. Traffic Lights:
Assign the learners to prepare three circles with separate colors at the traffic light
(red, yellow, green). The learners will raised red circle to signal for a pause if they
could not catch up with the discussion or they cannot understand the lesson. The
learners will raise the green circle to signal for the lesson to continue. The learners will
raise the yellow circle if they have clarifications.
B. Experiential Learning:
The learners will show that chemical reactions involve energy change through
experimentations.

Experiment #1:
1. Use a graduated cylinder to measure 10 mL of vinegar and pour it into a clear
plastic cup.
2. Place a thermometer in the vinegar. Read the thermometer and record the
temperature on the activity sheet.
3. While the thermometer is in the cup, add ½ teaspoon of baking soda.
4. Watch the thermometer to observe any change in temperature. Record the lowest
temperature reached.
5. Take note of the observations.
Ask learners, “What happened to the temperature when bubbles are produced?”

Experiment #2:
1. Use a graduated cylinder to measure 10 mL of baking soda solution and pour it
into a clear plastic cup.
2. Place a thermometer in the baking soda solution. Read the thermometer and
record the temperature on the activity sheet.
3. While the thermometer is in the cup, add ½ teaspoon of calcium chloride. Then
adjust either the amount of baking soda solution or calcium chloride to reach a
target temperature.
4. Watch the thermometer to observe any change in temperature.
5. Take note of the observations.
C. Socratic Dialogue: Ask learners if the energy is created in chemical reaction.
DEEPEN
Discussion: Discuss and explain the endothermic and Exothermic reactions and
spontaneous and nonspontaneous reactions.
TRANSFER

Venn Diagram:
Have learners use the Venn diagram to compare Endothermic and exothermic reactions, and
Spontaneous and Nonspontaneous Reactions. See sample below.

Endothermic Process
Exothermic Process

Prepared by: Checked by:

MS. ELLA B. LLAMAS MS. KAREEN T. BOGUEN

Teacher Coordinator

FOURTH QUARTER: UNIT TITLE: TIME FRAME:

MATTER CHEMICAL REACTIONS DATE:

CONTENT STANDARDS: PERFORMANCE STANDARDS:

The learners demonstrate an understanding of:
1. The chemical reactions associated with
biological and industrial processes
affecting life and the environment.
The learners shall be able to:
1. Present the chemical reactions
involved in biological and industrial
processes affecting life and the
environment through the use of
any form of media.

ESSENTIAL UNDERSTANDING: ESSENTIAL QUESTION:

1. As what Aristotle has quoted, 1. Why is balance important in all
“Moderation in all things”, is a call for aspects?
balance in all aspects. Maintaining 2. How is law relevant to balancing?
balance can avoid chaos. As for the
chemical equations, balancing is needed
because it clearly shows the correct
amount of reactants used to form the
expected product.
2. The law serves as the basis or standard
on how balance can be attained or
maintained. In chemical reaction, the
equation is balanced in order to satisfy
the Law of Conservation of Mass and to
have correct chemical equation.
3. The law of chemical change summarizes
the observations of chemical reaction.
4. The evidences of chemical reactions
involve change in color, odor,
temperature or energy, evolution light,
and evolution of gas.
5. The rules in writing chemical equations
are ways on how to present the chemical
equations in order and to attain the
appropriate product.
6. The different types of chemical reactions
are synthesis reaction, decomposition
reaction, single replacement reaction,
double replacement reaction.
7. The steps in balancing chemical
equations are the guidelines to obey the
law of conservation of mass which states
 that matter must have the same number
of atom on each side of the equation.

Lesson 3: Chemical Reactions and Equation

No. of days: 5 days

Date:

Learning Competencies:

The Learners should be able to:

1. Define chemical reaction and reaction rate.

2. Identify the types of chemical reactions.
3. Apply the principle of conservation of mass to chemical reactions.
4. Balance equations given the formulas for reactants and products.

LEARNING TARGETS:

1. I can define chemical reaction and reaction rate.

2. I can identify the types of chemical reactions.
3. I can apply the principle of conservation of mass to chemical reactions.
4. I can balance equations given the formulas for reactants and products

Activating Prior Knowledge

1. Inquiry Lab: Have learners perform the inquiry lab found in the worktext.

2. Fish Bowl: Have learners write on a piece of paper questions about the topic. Fold
the paper and put it in the fish bowl. Have learners pick a different paper from the bowl
and try to answer the question that was written on the paper.

EXPLORE

A. Library Work: Have learners make a research about the origin of the laws of
chemical Change and the person behind these laws.

B. Experiential Learning:
Assign the learners to bring a polystyrene cup, and an effervescent tablet (Alka
Seltzer is an option). Have learners perform this activity:

1. Find the mass of the effervescent tablet or Alka Seltzer.

2. Put the paper cup on the triple beam balance. Fill the cup about halfway with
water. Record the mass.
3. Put the tablet on the balance beside the cup, but don’t put it in the water yet.
Record the total starting mass.
4. Drop the tablet into the cup of water. You can do this while the cup is still on
the balance. Record your observations.
5. Ait for the reaction to stop when bubbling stops. Then, tap the cup gently to
release as many bubbles as you can. Measure the mass.
6. Subtract the final mass from the initial mass. This is the mass difference
between the products and reactants.

Questions:
a. Does this experiment agree with the law of conservation of mass? Look at
the data that you just recorded. Use it to help you to explain why or why
not.
b. Explain why you observed a difference in mass. Where did the missing
 mass go? Did it really disappear?
c. How is the Law of Conservation of Mass applied to chemical reaction?

DEEPEN
Under Time Pressure

Instruct learners to use the colored pencils to circle the common atoms or compounds in each
equation. Use the code below to classify each reaction.

S=Synthesis D= Decomposition SR: Single Replacement DR=Double Replacement

Worksheets: Write the chemical equations and balance.

1. Zinc and lead (II) nitrate react to form zinc nitrate and lead.
2. Aluminum bromide and chlorine gas react to form aluminium chloride and bromine
gas.
3. Sodium phosphate and calcium chloride react to form calcium phosphate and sodium
chloride.
4. Potassium metal and chlorine gas combine to form potassium chloride.
5. Aluminum and hydrochloric acid react to form aluminum chloride and hydrogen gas.

TRANSFER

First of Five:
Learners hold up one finger if they are still unsure of a topic and need to be provided with
 more information. If they are on their way to fully understanding, they might hold up three or
four fingers. Learners who have mastered the unit and are able to demonstrate their
knowledge and understanding would hold up five fingers.

Graphic Organizer:

Using the graphic Organizer summarize the lesson.

Learning Logs:

My Learning Adventures

My goals for today:

Key Learning Points:

Steps to accomplish the goals for today:

Plan to use the learning in the future:

Prepared by: Checked by:

MS. ELLA B. LLAMAS MS. KAREEN T. BOGUEN

Teacher Coordinator
 FOURTH QUARTER: UNIT TITLE: TIME FRAME:
MATTER CHEMICAL REACTIONS DATE:

CONTENT STANDARDS: PERFORMANCE STANDARDS:

The learners demonstrate an understanding of:
1. The chemical reactions associated with
biological and industrial processes
affecting life and the environment.
The learners shall be able to:
1. Present the chemical reactions
involved in biological and industrial
processes affecting life and the
environment through the use of any
form of media.

ESSENTIAL UNDERSTANDING: ESSENTIAL QUESTION:

1. One example that shows the 1. How do chemical reactions maintain
importance of chemical reactions to a stable environment?
maintain a stable environment is the 2. Why is there a need to know the
photosynthesis. This process keeps the rate of chemical reaction?
living organisms alive.
2. The knowledge about the rate of
reactions is important in order to find
out what affects it that speeds up the
reaction or slows it down.
3. The factors that affect the reaction rates
are temperature, concentration, and
surface area, the presence of a catalyst
and the nature of the reactants.
4. The role of catalyst in chemical
reactions is to accelerate the reaction
but it is not used up during the reaction.
5. Different applications of the factors that
affect the reaction rate involve the food
and pharmaceutical products
preservation, preservation or
decomposition of specimens,
medication or poison affecting the body,
carbon dating, restoration and
preservation of artifacts, power
companies, and control of fires.

Lesson 4: Chemical Reaction Involves Energy

No. of days: 5 days
Date:

Learning Competencies:

The Learners should be able to:

1. Explain how reaction rates are determined experimentally.

2. Enumerate and explain the factors affecting rates of chemical reactions.
3. Describe chemical reactions involved in plant growth, food digestion and spoilage, and
the processes affecting life and the environment.
4. Explains how the factors affecting rates of chemical reactions are applied in food
preservation and materials production, control of fire, pollution, and corrosion.
5. Recognize the importance of controlling rates of reactions in technology.

LEARNING TARGETS:

1. I can explain how reaction rates are determined experimentally.

2. I can enumerate and explain the factors affecting rates of chemical reactions.
3. I can describe chemical reactions involved in plant growth, food digestion and
spoilage, and the processes affecting life and the environment.
4. I can explain how the factors affecting rates of chemical reactions are applied in food
preservation and materials production, control of fire, pollution, and corrosion.
5. I can recognize the importance of controlling rates of reactions in technology.

Activating Prior Knowledge

1. Demonstration: Have learners perform the Inquiry Lab found in the worktext.

2. Experiential Activity: Group the learners. Materials needed are two glow sticks, ice,
hot water, and two insulated cups. Put the two glow sticks in a separate container, one
with hot water and the other with ice water for a minute. Remove the glow sticks from
both the hot and cold water. Have learners bend and start the glow sticks. Feel the
difference in temperature.

Questions:
How can you tell whether the chemical reaction is happening faster or slower
in each glow stick?
Some people place glow sticks in freezer to make them last longer. Why do
you think this works?
Do you think starting with warmer reactants increases the rate of other
chemical reactions? Why?

EXPLORE

A. Video clip Viewing:

The learners are going to watch a video clip that clearly shows the rate of chemical
reactions which is affected by different factors.

B. Dramatization:
Instruct the learners to present a role play that will show the function of a catalyst.

DEEPEN
Discussion: Discuss and explain the factors that affect the reaction rate and applications of
the factors affecting rate of reaction.

TRANSFER

Journal Entry
Have learners think of the application of rate of chemical reaction to everyday activities such
as frying. Have them make an essay about the essence of the lesson.
 Exit Card: The learners are ask to list down at least five important things they’ve learned
about the rates of chemical reactions.

Prepared by: Checked by:

MS. ELLA B. LLAMAS MS. KAREEN T. BOGUEN

Teacher Coordinator