Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
DIVISION OF ZAMBOANGA SIBUGAY
TITAY NATIONAL HIGH SCHOOL
Titay, Zamboanga Sibugay

A LESSON PLAN FOR PHYSICAL SCIENCE

LESSON 2

Grade
School TITAY NATIONAL HIGH SCHOOL Grade Level 11-HUMSS/ABM/AGRI-
CROP
Learning
Name FEGY P. BUHISAN PHYSICAL SCIENCE
Area
DATE/Time APRIL 11, 2023/11:00- 12:00 /2:00 – 3:0 Quarter 3rd

I. Objectives The learners will be able to…

ANNOTATIONS:
A. Describe the factors affecting reaction rates in terms of collision
theory;
B. explain the factors affecting reaction rates in terms of collision theory;
and
C. Recognize the value of these different factors by citing their
applications in given situations.

a. Content The learners demonstrate an understanding of: KRA 1: Objective 2

Designed objectives
Standard
are based on
1. The following aspects of chemical changes: Anderson’s Revised
a. How fast a reaction takes place Taxonomy,
b. How much reactants are needed and how much products are formed specifically making
use of the cognitive
in a reaction taxonomy
c. How much energy is involved in a reaction Remembering,
2. How energy is harnessed Understanding &
applying. It facilitates
the teachers to
b. Performance The learner is able to... achieve their
Standard teaching objectives
by setting goals for
Make either a poster, a flyer, or a brochure on a product (such as fuels, the students learning
household, or personal care products) indicating its uses, properties, mode and then creating
of action, and precautions. assessments to
observe the learning
outcomes.
c. Learning
The learner…
Competencies
Use simple collision theory to explain the effects of concentration,
temperature, and particle size on the rate of reaction. S11/12PS-IIIf-23

Define catalyst and describe how it affects reaction rate S11/12PS-IIIf24

Value Focus Promote values and understanding in the Simple Collision Theory
and Rate of Chemical Reaction

II. CONTENT
a. Topic RATE OF CHEMICAL REACTIONS
b. Learning SLK Phy. Sci. Week 5
Resources: THE SIMPLE COLLISION THEORY AND RATE OF CHEMICAL REACTIONS for
Physical Science/ Grade11 Quarter 3/ Week 5
Other Learning
Resources
c. Materials: Power point presentation, Handouts, ADM, visual aids, chalk, marker

d. Strategy Cooperative Learning, Direct Instruction, and Discovery Learning

III. Methodology

RAPID thru SIKAP Reading (10 minutes)

(DRILL) - collision theory
The teachers will provide reading visual

A. ELICIT/ A. Preliminaries KRA 4: Objective

Preparation  Greetings 14
The conduct of
 Prayer prayer before the
 Checking of attendance start of every class
demonstrates to
students the truth
that God desires to
be a part of every
aspect of our lives.
Setting of Classroom Rules: In our class, we will... KRA 2: Objective 5
Classroom rules
are set to teach
1. Always wear your facemask. student a proper and
2. Listen attentively. safe way to act
3. Raise your hand to speak.. within the classroom
4. Be honest and polite all the time. and thus, improving
the students
5. Have fun and always try your best! learning. Every
minute in school is
important. If the
students have no
rules to follow,
everything will be in
chaotic situation.

B. ENGAGE/ DIRECT INSTRUCTION

MOTIVATION
Let the students watch a short video on wine preparation.
https://youtube.com/watch?v=3PIncCVXBsS8&feature=share

If the projector or TV monitor is not available the teacher will

give(Alternative motivation) word spelling drill.

• What are the words all about?

• what is the importance and relevance of these words in our topic?

C. ENGAGE/ The teacher presents the objectives of the lesson.

ESTABLISHIN G A
PURPOSE FOR Call a learner to read the lesson objectives.
THE LESSON
Learning Objectives:
A. Describe the factors affecting reaction rates in terms of collision
theory;
B. explain the factors affecting reaction rates in terms of collision theory;
and
C. Recognize the value of these different factors by citing their
applications in given situations.

D. ENGAGE/ Guess Wisely! KRA 4: Objective

ACTIVITY 16
Review strategies
Directions: Show in the class two (2) glasses with filled with water. First are techniques for
glass is salt and hot water and the second glass is salt and cooled water. reengaging with
Let them observe properly. information’s that
they have already
learned so that it
 stays fresh in the
learners mind the
acquired knowledge
and connect a better
idea of what to
expect on the next
lesson.
(A learner
centered
Approach).

E. EXPLORE/ After observation, let the students answer the questions.

ANALYSIS OF THE Questions: Which do you think will the salt dissolve faster? Is it in,
ACTIVITY a. a glass of hot water?-
b. a glass of cold water?
Support your answer.
(Further give follow up questions depending on their answers, drawing
more ideas as they express themselves.)

F. After the students explained their group activities, the teacher will
EXPLAIN/ elaborate the topic.
ABSTRACT
FACTORS AFFECTING REACTION RATES

The rates of reactions can be manipulated to a certain extent by changing

or controlling a number of factors. These factors include the concentration
of reactants, temperature of the system, and exposed surface area/ KRA: 4, Objective
particle size. 16
Visualization is a
1. Concentration of Reactants – The rate of chemical reactions are very effective way to
attract your deepest
usually directly proportional to the reactants’ concentration; meaning, the desires, like what
higher their concentration, the faster the speed of reaction will be. happen when the
Concentration refers to the amount of substance per unit volume. This is picture is your
mother or your sister
often measured in molarity (M), or the number of moles of solute per liter or maybe one of the
of solution (mol/L). In collision theory, an increase in reactant pictures is you. A big
concentration ensures that there will be more collisions between particles. imagination that will
This also increases the probability rate of effective collisions (as shown in connect the learners
to a real-life
Figure 7). situation.
2. Temperature – is defined as the measure of the average kinetic energy
of the molecule. In collision theory, increasing the temperature of the
reactants increases the kinetic energy that it possesses, thereby increasing
the number of collisions and giving enough energy to overcome the
activation energy. For a substance of the same identity, increased kinetic
energy leads to faster molecular movement, resulting in a higher
frequency of reactants colliding with each other. These increase the rate of
a chemical reaction and since the collision is occurring at a higher energy
level, it is most likely that the system reaches the activation energy
required for the reaction to take place (as shown in Figure 8).

KRA 1: Objective 2
Graphic organizer as
an instructional tool
that can help
3. Surface Area / Particle Size – refers to the exposed area of all surfaces students organize
and prioritize what
of a substance. In collision theory, an increase in surface area relates to they are
more particles being available for collision. For solids, the bigger the comprehending and
particle size of the substance, the smaller its surface area. Subsequently, through this visual
presentation
the smaller the particle size of the substance, the bigger its surface area. students are able to
An example will be the rate of melting for samples of ice with the same see the relationships
mass as shown in Figure 9. It is expected that ice cubes would melt slower and connections to
the information they
than shaved ice. This is because more H₂O molecules are exposed in
want to convey.
clean-shaven ice, thus, more molecules are being heated at the same time,
leading to faster melting, compared to H₂O molecules in ice cubes. In
general, the greater surface area of the reactants, the faster the chemical
reaction.

KRA 4: Objective 16
This is evident that
unfamiliar words are
unlock through
teaching students
how to use the
context clues and
Catalyst word parts to help
define the words.
This teaching
Catalysts are substances that can be added to increase its reaction rate but philosophy of
not being consumed in a chemical reaction. These allow the reaction to learning in this part
occur in an alternative pathway that requires lower activation energy. In a adhere perspective
view of self-
chemical reaction, bond breaking in the reactants first takes place before reflective, the desire
new bonds can form as the reactants converted into products. This process to help students
of bond breaking requires sufficient energy for the reaction to occur. But, learn
comprehensively by
if this energy barrier is very high, only a few reacting molecules will be simplifying difficult
converted into products, making the reaction a slow process. words to simple.
Catalysts provide an alternative reaction pathway for the process of bond
breaking, resulting in lower activation energy which leads to higher rates
of a chemical reaction. It means that the energy barrier allows more
reacting molecules to be converted into products, thereby speeding up the
reaction. Note that catalysts do not affect the composition of the
equilibrium but only affects the rate at which this equilibrium has reached.
 KRA 4: Objective 16

During the
discussion, the use of
HOTS Questioning is
evident, students are
encouraging to
explore, interpret
ideas and arrive at
Two Types of Catalyst their own answers.
The strategy allows
students to
2. Homogeneous catalysts work by forming an intermediate manipulate
compound with the reactants. They are usually in the form of a gas or information and
a contained single liquid phase. ideas in ways that
transform their
In a homogeneous reaction, the catalyst has the same phase as the meaning and
reactants. For example, the ozone layer is damaged due to the presence of implication on
chlorofluorocarbons (CFCs) such as CF₂Cl₂ which is present as cognitive acts of
thinking critically.
refrigerants and in aerosols. This happens when the ozone (O₃) molecules
are broken down into oxygen molecules. In this case, the reaction is
catalyzed by the chlorine atoms---chlorine free radicals, forming an
intermediate compound, ClO. This compound reacts with an oxygen atom
which then forms an oxygen molecule, regenerating a chlorine atom.
Since chlorine atoms keep on regenerating, each of the atoms can destroy
thousands of O₃ molecules, thus, depleting the ozone layer.
KRA 1 Objective 2
Cl + O₃ ClO + O₂ Constructivism
approach is evident
in the discussion
2. Heterogeneous catalysts are usually in the form of a solid with also, considering that
the teacher acts as
reactants that are liquids or gases. In a heterogeneous reaction, the catalyst facilitator only and
has a different phase with the reactants. the learners are
encouraging to
interact, exchange
One important example of a heterogeneous reaction is the conversion of views, experience
vegetable oils to margarine. Vegetable oils are usually liquids at room and re construct
temperature. You can convert them into solid by raising their melting meaning of the word
in the statements.
point through adding hydrogen atoms to the molecule (i.e. hydrogenation)
in the presence of nickel. The aim is to hydrogenate most of the carbon-
carbon double bonds.

Another significant use of heterogeneous catalysts is what we call

catalytic converters. Catalytic converters are used to change toxic
molecules such as nitrogen oxides and carbon monoxides into harmless
molecules, such as nitrogen and carbon dioxide. Metals such as platinum
KRA 1: Objective 2
and palladium are usually used for these reactions. The use of inquiry-
based learning is also
One of the most important uses of catalysts is observed in the chemical evident in this
instructional
industry. Most chemical products use about 85 to 90% of them in
procedure thus
production. processing the over
all learning of the
Another use of catalysts is in the industrial process and some examples of students after the
introduction and
these catalytic reactions includes the reformation of petroleum fractions practice of the lesson
into high octane petrol components (hexane to cyclohexane); is practice.
hydrogenation of vegetable oil to margarine; and manufacture of ammonia
from hydrogen and nitrogen in the Haber process. The most common KRA 4: Objective 16
The assessment
examples of catalysts can be seen inside our body in the form of enzymes.
crafted is centered to
sharpen the learners’
basic skills in the
topin given, so as to
prepare them for the
next level of
learning. This idea
revolves around
 essentialism.
G. Performance Task
ELABORATE/
APPLICATION “Be a Catalyst”

To connect the concept of catalysts to society, students will serve as

catalyst for certain causes. Knowing what a catalyst does to a chemical
reaction, students will apply the same principle on social issues. Situations
may be related to the school’s needs, the local government, or the
international community. Th students will make a brochure, flyer, or
poster as final output. One (1)
week is given to work on the activity and will be graded using the rubrics
provided.

(See attachment Appendix A for reference of choices and the rubrics).

G. Practical Visualizing Collision! KRA 1: Objective 2

The use of inquiry-
Applications of Directions: Analyze the short video (pictures if connectivity is not based learning is also
Concepts and possible). Describe how the collision theory is applied and reflected in the evident in this
Skills in Daily scenario? instructional
Living procedure thus
processing the over
A. Picture of crashing vehicles and billiard balls during a game of all learning of the
pool. students after the
introduction and
practice of the lesson
is practice.

Teacher gives the summary of the lesson pointing the importance and
value of the theory and action of catalysts in daily life.
H.
Generalization
The collision theory explains why reactions occur between atoms, ions,
and molecules.

In order for a reaction to be effective, particles must collide with enough

energy, and have the correct orientation.

With an increase in temperature, there is an increase in energy that can be

converted into activation energy in a collision, and that will increase the
reaction rate. A decrease in temperature would have the opposite effect.
 With an increase in temperature, there is an increase in the number of
collisions.

Increasing the concentration of a reactant increases the frequency of

collisions between reactants and will, therefore, increase the reaction rate.

Increasing the surface area of a reactant (by breaking a solid reactant into
smaller particles) increases the number of particles available for collision
and will increase the number of collisions between reactants per unit time.

A catalyst is a substance that speeds up the rate of the reaction without

being consumed by the reaction itself. When a catalyst is added, the
activation energy is lowered because the catalyst provides a new reaction
pathway with lower activation energy.
Multiple Choice:
I. EVALUATE
Directions: Read carefully each item. Write only the letter of the best
answer for each test item in ½ lengthwise paper. KRA 4: Objective 16
The assessment
crafted is centered to
1. What do you call the minimum energy requirement needed for a sharpen the learners’
chemical reaction to occur? basic skills in the
A. Activation Energy C. Chemical Energy topin given, so as to
prepare them for the
B. Kinetic Energy D. Potential Energy next level of
learning. This idea
2. What do you call the amount of substance per unit volume? revolves around
A. Surface area C. Density essentialism.

B. Concentration D. Temperature

3. What do you call the measure of the average kinetic energy of

molecules?
A. Mass C. Temperature
B. Speed D. Surface Area

4. How does a catalyst speed up a reaction?

A. By lowering the activation energy
B. By raising the activation energy
C. By decreasing the collision probability
D. By increasing the collision probability

5. How does temperature increase the rate of a chemical reaction?

A. By increasing the collisions of molecules
B. By increasing the kinetic energy of molecules
C. By increasing the point of contact of molecules
D. By increasing the activation energy of molecules

(See attachment APPENDIX B for the ANSWER Key).

J. EXTEND Do it Yourself!
Additional
activities for At home, dissolve a teaspoon of brown sugar in a glass of boiled water
application or and a teaspoon of flour in a glass of boiled water. Observe carefully. Note
remediation the time and explain why if there are any differences observed of the two
(a*ssignment) set-up. Follow the template provided.

Materials Observation Explanation

1 teaspoon brown
sugar + glass of boiled
water
1 teaspoon flour +
glass of boiled water

V. REMARKS ABM A 10:00-12:00 (M,F)

HUMSS C 2:00-3:00 (M,T)
3:00-4:00 (Th-F)
AGRI-CROP PATRIOTIC 11:00-12:00 (T,W,Th,F)
VI. REFLECTION

A. No. of learners who earned 80% in

the evaluation
B. No. Of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work? No. of
learners who caught up the lesson
D. No. of learners who require
remediation
E. Which of my teaching strategies
worked well? Why did these work? Peer tutoring
F. What difficulties did I encounter
which principal and supervisor can
help or solve?
G. What innovation or localized did I
use/discover which I wish to share?

Prepared by:

FEGY P. BUHISAN
SST-I/Subject Teacher

Reviewed by: Approved:

ELLEN P. BALDOVI ESTEBAN F. CANONES JR., J.D.,ED.D

HT-IV Principal IV