Science 10 Q4

PROTOTYPE AND
CONTEXTUALIZED
DAILY LESSON PLAN
IN
GRADE 10 SCIENCE
MATTER AND ITS INTERACTIONS
4TH QUARTER
WEEK 1-10
i
DAILY LESSON PLAN (DLP) DEVELOPMENT TEAM
CECILLE BERNADETTE P. RIVERA, CESO V
Schools Division Superintendent
MARIA- MAGNOLIA F. BRIOSO, CESO VI

Assistant Schools Division Superintendent
JERSON V. TORALDE
Chief Education Program Supervisor
Curriculum Implementation Division
HELEN Z. CORNELIO
Education Program Supervisor, Science
DEVELOPMENT TEAM
DLP WRITERS/ DEMONSTRATOR TEACHERS
 
LENI O. BAÑARIA  JOAN I. MANAOG
 JESSABEL B. BAÑADERA  FE B. MARPURI
 MYLA ANN A. BERNALES  MUNET A. MORAÑA
 MAILA B. CEGUERA  LAILA C. NAMORO
 PINKY M. COMPRADO  HERMINIA T. PANDAAN
 IDA T. IBARRIENTOS  MARY JOY B. QUITE
 EDNA V. JAVIER  MAE B. RACELIS
 JOSEPH E. LANIOG  CECILIA V. SADANG
 ELLYN B. MAGISTRADO  JUDY C. SALCEDO
LAYOUT
MYLA ANN A. BERNALES
KATRINA D. ADRA
EDITORS
HELEN Z. CORNELIO LAILA C. NAMORO
LOURDES P. CASTROVERDE MYLA ANN A. BERNALES
CARMELITA H. TAGUM ELLYN B. MAGISTRADO
DENNIS D. DIMANARIG JUDY C. SALCEDO
ANTHONY I. ABABA MAILA B. CEGUERA
VALIDATORS
LOURDES P. CASTROVERDE CELITO V. SAYSON
IRENE V. DE JESUS JOSELYN C. SAYSON
MARICEL B. BERNAL SALVACION B. FELICES
AMY R. FRANCISCO SHEILA L GUEVARRA
MARIA- JESUSA D. MEDROSO JONJON R. MONTE
IMELDA B. BARRAMEDATABLE OF CONTENTS
REY I. BUENO
MARIBEL C. VARGAS LAILA B. NAMORO
ii
Module 1: BEHAVIOR OF GASES
Learning Competencies: The learners should be able to investigate the relationship

between:
1.1 volume and pressure at constant temperature of a gas;
1.2 volume and temperature at constant pressure of a gas;
1.3 explains these relationships using the kinetic molecular theory
Pre- Assessment-------------------------------------------------------------------1-2
Activity 1: BOYLE’S LAW -------------------------------------------------------3-8
Activity 2: RELATIONSHIP BETWEEN VOLUME AND

TEMPERATURE AT CONSTANT PRESSURE-------------9-11
Activity 3: PART 1: CHARLES LAW------------------------------------------12-17
Activity 4: PART 2: CHARLES LAW ------------------------------------------18-22
Activity 5: KINETIC MOLECULAR THEORY--------------------------------23-27
Summative Assessment ---------------------------------------------------------28-30
Module 2: BIOMOLECULES
Learning Competencies: The learners should be able to: recognize the major
categories of biomolecules such as carbohydrates,
lipids, proteins, and nucleic acids.
Pre- Assessment--------------------------------------------------------------31-32
Activity 1: TEST FOR CARBOHYDRATES-------------------------------------33-38
Activity 2: CARBOHYDRATES ----------------------------------------------------39-44
Activity 3: TEST FOR LIPIDS ------------------------------------------------------45-50
Activity 4: LIPIDS ----------------------------------------------------------------------51-58
Activity 5: TEST FOR PROTEINS AND

DENATURATION OF PROTEINS -----------------------------------59-66
Activity 6: PROTEINS AND AMINO

ACIDS STRUCTURE AND NUCLEIC ACID- DNA --------------67-79
Summative Assessment--------------------------------------------------------------80-81
Module 3: CHEMICAL REACTIONS
iii
Learning Competencies: The learners should be able to:
1. Apply the principles of conservation of mass to chemical
reactions.
2. Explain how the factors affecting rates of chemical reactions are
applied in food preservation and materials production, control of fire,
pollution, and corrosion.
Pre- Assessment--------------------------------------------------------------82-83
Activity 1: EVIDENCES OF CHEMICAL REACTIONS:

CHANGE IN INTRINSIC PROPERTIES
(COLOR AND ODOR) AND PRODUCTION
OF LIGHT -----------------------------------------------------------------84-113
Activity 2: EVIDENCES OF CHEMICAL REACTIONS:

EVOLUTION OF GAS AND TEMPERATURE
CHANGE------------------------------------------------------------------114-118
Activity 3: EVIDENCES OF CHEMICAL REACTIONS

FORMATION OF PRECIPITATE ---------------------------------119-126
Activity 4: COMBINATION AND DECOMPOSITION ----------------------127-130
Activity 5: SINGLE DISPLACEMENT, DOUBLE DISPLACEMENT,

COMBUSTION AND ACID BASE REACTION ------------------131-134
Activity 6: PART 1 LAW OF CONSERVATION OF MASS------------------135-142
Activity 7: PART 2 LAW OF CONSERVATION OF MASS -----------------143-147
Activity 8: PART 3 LAW OF CONSERVATION OF MASS -----------------148-152
Activity 9: COLLISION THEORY -------------------------------------------------153-160
Activity 10: FACTORS AFFECTING REACTION RATES ---------------- 161-169
Activity 11: DEFINITION OF REACTION RATE

AND THE FACTORS REACTING RATES ---------------------170-173
Activity 12: READY, SET, REACT! (FACTORS AFFECTING

REACTION RATES --------------------------------------------------174-179
Activity 13: POLLUTANTS---------------------------------------------------------180-183
Activity 14: ACID RAIN --------------------------------------------------------------184-188
Activity 15: EFFECTS OF ACID RAIN TO HUMANITY ---------------------189-191
Activity 16: PERFORMANCE TASK ---------------------------------------------192-194
Summative Assessment------------------------------------------------------------195-197
iv
Pre-Assessment
Direction: Write the letter of the correct answer.
1. Which example has particles that can be drawn closer to occupy

smaller volume?
a. fruit juice c. air inside the syringe
b. block of wood d. ice cube
2. Which of the following phenomena does NOT involve the application of

gas pressure?
a. burning fuels c. vulcanizing tire
b. falling leaves d. rising hot air balloons
3. Last summer vacation, the Cruz family decided to go to Pagudpod,

Ilocos Norte to have a beach party. On their way to Ilocos, all of them
were surprised when the tire suddenly exploded. What is the probable
explanation for the blown out tire during a long summer drive?
a. High temperature causes a decrease in volume.
b. The amount of the gases inside the tire is increased.
c. The mass of the gases inside the tire increases causing a blown up
tire.
d. The volume of gases increases as the temperature increases,
causing a blown up tire.
4. How can you possibly prove that gases have negligible mass?
a. Put a balloon in a digital balance before and after you fill it with air
b. feel the weight of the samples on both hands
c. ask two persons to hold a box filled with air
d. support your claim of through equation
5. Each of the following containers is air tight and has the same number
of gas molecules. Which container has the highest pressure?
6. Each of the following containers has the same size. Which of following
containers has the most compressed gas molecules?
7. All the gas samples have the same temperature and mass. In which of
the following conditions will the gas sample have the highest density?
1
8. What happens to the density of a gas as its volume decreases at
constant pressure and temperature?
a. decreases c. stays the same
b. increases d. unpredictable
For numbers 9 to11, the choices are:

a. Boyle’s Law c. Combined Gas Law
b. Charles’ Law d. Ideal Gas Law
9. What law explains the mechanism of gas compressor?
10. What gas law best explains the explosion of the heated aerosol
container?
11. What gas law explains the relationship among the volume, pressure,
temperature, and the number of moles of gases?
12. How will you represent the molecules of carbon dioxide at 30°C?
13. What kind of movement is exhibited by gas molecules?

a. vibrational movement c. translational movement
b. rotational movement d. combination of a, b and c
14. How does the temperature affect the average kinetic energy of gas
molecules?
a. as the temperature decreases the average kinetic energy of gas
molecules decreases
b. as the temperature decreases the average kinetic energy of gas
molecules increases
c. as the temperature decreases the average kinetic energy of gas
molecules remains the same
d. as the temperature decreases the average kinetic energy of gas
molecules fluctuates
15. What will happen to the gas pressure as the temperature increases, if the
amount and volume of the gas are kept constant?
a. the gas pressure remains the same c. the gas pressure increases
b. the gas pressure decreases d. there is no significant effect
2
SCHOOL GRADE LEVEL 10
TEACHER LEARNING AREA SCIENCE
DATE & TIME 2 Sessions QUARTER/ WEEK/ DAY Q4W1D1-2
I.OBJECTIVES
The learners demonstrate understanding of how
A. Content gases behave based on the motion and relative
Standard distances between gas particles.
B. Performance
Standard
Investigate the relationship between :
1.1 volume and pressure at constant

temperature of a gas;
C. Learning
1.2 volume and temperature at constant
Competencies
pressure of a gas;
1.3 explains these relationships using the kinetic
molecular theory;
S10MT-IV-a-b-21
1. Describe the relationship between volume
and pressure at constant temperature of a
gas.
OBJECTIVES
2. State Boyle’s Law operationally.
3. Solve simple problems on Boyle's law.
II. CONTENT BOYLE'S LAW

III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide
pages 265 – 267
b. Learner’s Materials
pages 362 – 368
c. Textbook pages
d. Additional Materials
from Learning
Resource (LR)
portal
e. Other Learning https://www.youtube.com/watch?v=1l93Y2AH0m
Resources w
https://www.youtube.com/watch?=tEQvDDfXgs
B. Materials
IV. PROCEDURE A B
Do you still remember the lung model you made
ELICIT to explain the respiratory system in grade 9?
The balloon represents the diaphragm showing
the principles of exhale and inhale.
3
As you exhale, the diaphragm contracts, it results
to a decrease in the lung volume, increasing the
ENGAGE pressure in the chest cavity. As you inhale, the
lung cavity expands, causing the pressure inside
the lung to decrease, and become lower than the
outside pressure.
This explains Boyle's Law experiment. (if facility
is available)
Learners will watch the video about Boyle’s Law
experiment using the link:
https://www.youtube.com/watch?v=1l93Y2AH0m
w
https://www.youtube.com/watch?=tEQvDDfXgs
Group Activity: (see attachment sheet)

Learners are grouped into 5 and perform the
same experiment as shown in the video using
the syringe, balloon, and marshmallow. Let the
group leader and asst. leader get or collect the
EXPLORE materials, follow the procedures. Two members
End of first day will perform and the group secretary will take
note of the observation on the changes in
volume.
Precautionary Measures:
 Be careful in handling syringe
 Follow carefully the procedures in the
activity.
Scoring rubrics for learners output.

 Teamwork/ cooperation - 3 pts
 Performed the experiment
correctly - 3 pts.
 Correct concept/ answer - 4 pts.
______
10 pts.
Answer the questions:

1. What happens to the volume of the
balloon and marshmallow as you push
the plunger?
2. What happens to the pressure on the
syringe as you push the plunger?
3. Plot a graph with the pressure (y axis)
and volume (x axis).
4. Describe the graph
5. What is the relationship between volume
and pressure of gasses at constant
temperature?
4
Ask a volunteer from each group to explain
their answers in front of the class.
Presentation of group output.
EXPLAIN
Second day
The relationship between volume and pressure
was first stated by Robert Boyle during the 16th
century. He performed an experiment and found
ELABORATE out that as the pressure increases, the volume
decreases. He finally concluded that
the volume of gas is inversely
proportional to its pressure at constant
temperature. This can be expressed in an
equation: v α at constant T and n
Where:
v = volume;
P = pressure;
T = temperature and;
n = amount of gas
It can also be read as: At constant temperature,

the volume occupied by a fixed amount of gas is
directly proportional to the reciprocal of
pressure.
Let us try to compute the value of V x P in table
6.
Trial volume Pressure VxP
(L) (atm)
1 2.0 10.00
2 4.0 5.00
3 8.0 2.50
4 16.0 1.25
Were you able to verify the meaning of

proportionality constant?
Let us apply the equation you learned about
Boyle's Law. Since volume and pressure of gas
can be varied. Let P₁ and V₁ be the initial
pressure and volume respectively and P₂ and V₂
be the final pressure and volume respectively.
Now let us try to solve problem:

The inflated balloon that slipped from the hand of
Ken has a volume of 0.50L at sea level (1.0 atm)
and it reached a height of approximately 8km
where the atmosphere pressure is approximately
0.33 atm. Assuming that the temperature is
5
constant, compute for the final volume of the
balloon.
Categorize the given variables:

Initial Condition Final Condition
V₁ = 0.50 L V₂ = ?
P₁ = 1.0 atm P₂ = 0.33 atm
By applying Boyle's law, can you predict what

will happen to the final volume?
V₁ P₁ = V₂P₂ ; V₂ = V₁P₁ / P ₂
Let us compute :
Application to Real life Situations:
Have you observed a fish in the aquarium? The

bubbles get bigger and bigger as it rises because
the pressure at the bottom of the aquarium is
higher than the pressure near the surface.
A. Answer the following.
1. Oxygen gas inside a 1.5L gas tank has

EVALUATE a pressure of 0.95 atm. provided that
the temperature remains constant, how
much pressure is needed to reduce its
volume by 1/2?
2. Complete the given statement
according to Boyle’s law.
As the volume __________________,
the pressure _______________ at
constant temperature.
3. The relationship of the volume and
pressure is ________________.
B. Solve the following problem:
1. A scuba diver needs a diving tank in order

to provide breathing gas while underwater.
How much pressure is needed to 6.00L of
gas at 1.01 atmospheric pressure to be
compressed in a 3.00 L cylinder?
6
2. A sample of flourine gas occupies a volume
of 500 ml. at 760 torr. Given that the
temperature remains the same. calculate
the pressure required to reduce its volume
by 1/3.
3. You sip the liquid inside the bottle of the
softdrinks using a drinking straw. Explain
how it is possible to drink the liquid using
pressure and volume relationship.
EXTEND
Explain how hot air balloons operate.
V. REMARKS
VI. REFLECTION
VII. OTHERS
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 it work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized
material/s did I
use/ discover
which I wish to
share with other
teachers?
7
Attachment
SET 1:
Activity 1
BOYLE’S LAW EXPERIMENT
Objectives: Investigate the relationship between volume and pressure at

constant temperature of a gas.
Materials:
Syringe 30 ml 2 small balloon thread
Procedure:
1. Remove the plunger from the syringe.
2. Inflate the balloon and tie it using the thread.
3. Place the inflated balloon in the syringe and put back plunger.
4. Place the plunger at the highest point and slowly push the plunger as
low as you can. Repeat it for several times.
5. Observe what will happen to the balloon.
Guide Questions:
Q1. Describe what will happen to the balloon as the plunger goes up and
down.
Q2. Illustrate the appearance of the balloon while the plunger goes up
and down.
Q3. What is the relationship of volume and pressure in this activity.
Q4. State the principle’s of Boyle’s Law
SET 2:
Materials:
Syringe 30 ml 2 marshmallow
Procedure:
1. Remove the plunger from the syringe.
2. Place the small marshmallow in the syringe and put back the plunger.
3. Place the plunger at the highest point and slowly push the plunger as
low as you can. Repeat it for several times.
4. Observe what will happen to the marshmallow.
Guide Questions:
Q1. Describe what happen to marshmallow as the plunger goes up and
down.
Q2. Illustrate the appearance of the balloon while the plunger goes up
and down.
Q3. What is the relationship of volume and pressure in this activity.
Q4. State the principle’s of Boyle’s Law
8
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of
how gases behaved based on the motion and
relative distances between gas particles.
B. Performance
Standard
C. Learning Investigate the relationship between :
Competencies/
pressure of a gas;
1.3 explains these relationships using the
kinetic molecular theory;
S10MT-IV-a-b-21
Objectives 1. Describe the relationship between volume
and temperature at constant pressure.
II. CONTENT Relationship Between Volume and
Temperature at Constant Pressure
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide 268-269
2. Learner’s Materials 369-374
pages
3.Textbook pages Chemistry (Science and Technology) p. 249-
250
4. Additional Materials
from Learning
Resource(LR)
portal
A. Other Learning
Resources
B. Material
IV. PROCEDURE A B
Ask: When you expose a balloon under the
ELICIT heat of the sun, what will happen to the size of
the balloon?
Let the learners explain the science concept
behind the following situations:
ENGAGE
1. tire that suddenly bursts at 12 noon
2. flying hot air balloon
3. expanding beach ball
9
Group the learners into 5 and have them write
the possible things to happen on the following
situations:
1. placing a plastic container near a
firewood
EXPLORE 2. putting too much air on your bicycle tire
3. displaying flying balloon outside
4. exposing plastic hose under the sun
Let the learners present their answers.

Presentation of Outputs
Key Concepts
EXPLAIN 1. Temperature affects volume.
2. Temperature changes the shape and
size of objects.
Ask the learners the following:
1. What is the effect of temperature to the

container when it is near a firewood?
(The container will expand.)
2. What will happen to your tire when you
ELABORATE
introduce too much air on it?
(It will explode.)
3. What do you observe when balloons are
left outside on a sunny day?
(The balloons burst.)
TRUE or FALSE. Write TRUE if the statement

is correct and FALSE if it is incorrect.
1. Temperature changes the shape and

size of objects. (TRUE)
2. Temperature does not affect
volume.(FALSE)
EVALUATE
3. The size of the object decreases as the
temperature increases.(FALSE)
4. The molecules of the object move faster
as the temperature increases.(TRUE)
5. The size of the object remains the same
even it is exposed to higher
temperature.(FALSE)
Think of other situations that show how
EXTEND
temperature affects an object’s size.
V. REMARKS
VI. REFLECTION
VII. OTHERS
10
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 learner who
have caught up
with the lesson
D. No. of learners ho
continue to
require
Remediation
E. Which of my
reaching
strategies worked
well? Why did
these work?
did I encounter
which my
principal or
supervisor can
help me solve?
localized materials
did I used/discover
which I wish to
share with other
teacher
11
DATE & TIME 1 Session QUARTER/ WEEK/ DAY Q4W2D1
I. OBJECTIVES
The learners demonstrate an understanding of
A. Content
how gases behaved based on the motion and
Standard
relative distances between gas particles.
B. Performance
Standard
C. Learning 1.1 volume and pressure at constant

Competencies temperature of a gas;
/ 1.2 volume and temperature at constant
pressure of a gas;
1.3 explains these relationships using the kinetic
molecular theory;
S10MT-IV-a-b-21
1. Describe the relationship between volume
and temperature at constant pressure of a
D. Objectives
gas
2. State Charle’s Law operationally.
3. Solve simple problems on Charle’s Law
II. CONTENT PART 1: CHARLES’ LAW
III. LEARNING
RESOURCES
A. References
2. Learner’s 369-374
Materials pages
3.Textbook pages Chemistry (Science and Technology) p. 249-250
4. Additional
Materials from
Learning
Resource(LR)
portal
A. Other Learning Power point presentation, video clips for
Resources Charles’ Law
https://www.youtube.com/watch?v=7ZpuMBkf1S
s&t=99s
B. Material
IV. PROCEDURE A B
Learners are asked to:
ELICIT 1. Give the relationship between volume and
pressure at constant temperature
12
2. State Boyle’s Law
3. Write the formula for Boyle’s Law
4. Enumerate the four properties of gas
Possible answers
1. volume is inversely proportional to the
pressure at constant temperature.
2. States the volume of a fixed amount of gas
is inversely proportional to its pressure at
constant temperature.
3. the four properties of gas are; volume,
pressure, temperature and mass.
Learners view video presentation of Charles’
Law for them to have an idea about the lesson.
ENGAGE
Link:
https://www.youtube.com/watch?v=7ZpuMBk
f1Ss&t=99s
Group the learners Ask 6 volunteers from
into 5, let them the group to perform
perform Activity No. activity 3. Let the other
EXPLORE 3. Let them answer learners observe and
questions 1 & 2 on answer questions 1& 2
LM page 371 LM page 371
(see attachment) (see attachment)
EXPLAIN Presentation of group output.
Additional input:
The volume-temp relationship in gases (k=V/T)

was determined by and named after Jacques
Charles.
In his experiment, Jacques Charles trapped

sample of gas in a cylinder with a movable piston
in water bath at different temperatures. He found
out that different gases decreases their volume by
factors 1/273 / oC of cooling. With this rate of
ELABORATE reduction, if gas will be cooled up to -273oC, it will
have zero volume.
Charles’ Law states that at constant pressure, the

volume of a fixed amount of gas is directly
proportional to the Kelvin (K) temperature.
He explained that as the temperature increases,

the volume also increases. As we emphasized in
the activity, once the air inside the balloon is
heated, its molecules will become more excited,
which can cause an increase in their kinetic
13
energy. The amount of kinetic energy that they
possess become great enough to enable them to
push the walls of the balloon. This phenomenon
results to an increased in the space in between
molecules of gases. Hence, the balloon becomes
bigger.
Given the data on Volume-Temperature

relationship:
Table A.
Trial Volume Temp Temp
o
(mL) ( C) (k)
1 10 2
2 20 57
3 30 102
4 40 152
Note: Convert oC to K, use the formula:
K=oC+273
Possible answers in table A
1. 275, 2. 330, 3. 375, 4. 425
Plot the data from Table A in a graph by placing

the volume in the y-axis and temp at Kelvin
scale in the x-axis
EVALUATE
(graph)
Questions:
1. Describe the graph
2. How does the temperature relate to the
volume
of a gas
Possible answers
1. The graph is a straight line slants to
the right.
2. The volume is directly proportional to
the temperature.
Scoring Rubrics:
Plot the graph perfectly correct - 5 points
Plot the graph correctly - 4 points
Plot the graph slightly correct - 3 points
Plot the graph but incorrect - 2 points
Did not plot the graph - 0
14
1. Translate Charles’ Law into mathematical
expression.
2. Derive the formula for Charles’ Law.
EXTEND 3. Answer the following Charles’ Law
problem to facilitate mastery of concepts
on the volume-temperature relationship
on page 374
V. REMARKS
VI. REFLECTION
VII. OTHERS
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 learner who
have caught up
with the lesson
continue to
require
Remediation
E. Which of my
reaching
strategies worked
well? Why did
these work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
used/discover
which I wish to
share with other
teacher
15
Attachment
Charles’ Law
Objectives: Investigate the relationship between volume and temperature at

constant pressure of a gas.
Materials:
 rubber balloon
 thermometer
 tap water
 alcohol lamp
 hot water
 tape measure
 ice
Procedure:
1. Prepare 3 beakers (1 for ice water, 1 for tap water, and another one
for hot water).
2. Inflate a balloon.
3. Measure the circumference of the balloon using a tape measure
4. Get the temperature reading of the hot water
5. Put the balloon in hot water for 2 minutes, then measure again its
circumference.
16
6. Do three trials and get the average of the results.
7. Repeat procedures 3 to 6 using tap water.
8. Repeat procedures 3 to 6 . This time use ice water.
9. Record the results in the Table 7.
Table 7. Data on Determining the Size of the Balloon at Different Temperatures
Average Average Circumference of the

Set-up Temperature Balloon (cm)
(°C )
difference
before after
Warm Water
Tap Water
Ice Water
Q1. What happens to the size of the balloon as the temperature

decreases?
Q2. How does the change in the temperature relate to the volume of
gas in the balloon?
17
I. OBJECTIVES
The learners demonstrate an understanding

A. Content
of how gases behaved based on the motion
Standard
and relative distances between gas particles.
B. Performance
Standard

pressure of a gas;
C. Learning
Competencies
S10MT-IV-a-b-21
The learners should be able to:
1- Investigate the relationship between:
pressure of a gas
CODE: S10MT-IVa-b-21
1. State Charles’ Law operationally

D. Objectives 2. Derive formula of Charles’ Law
3. Solve problems involving Charles’ Law
II. CONTENT PART 2: CHARLES’ LAW

III. LEARNING
RESOURCES
References
Materials pages
3.Textbook pages Chemistry (Science & Technology III) pages
250-251
4. Additional
Materials from
Learning
Resource(LR)
portal
18
A. Other
Learning Power point presentation, video clips for
Resources Charles’ Law
https://www.youtube.com/watch?v=7ZpuMBkf
1Ss
B. Material
Charts with problems to be solved, Scientific
calculator, paper & pen
IV. PROCEDURE A B
Recall the lesson yesterday about Charles’
Law.
What law shows the relationship between

volume and temperature at constant pressure?
Who can draw the line showing the relationship

between volume and temperature at constant
pressure?
ELICIT Explain the meaning of directly proportional.
Possible answers:
1. Charles’ Law
2. V
T
3. Directly proportional means, as the
volume increases, the temperature also
increases or vice versa
From the video From the video
presentation about presented
Charles’ Law translate yesterday translate
the statement into the statement into
mathematical equation. mathematical
equation.
ENGAGE Possible answer:
V1/T1 = V2/T2) Possible answer:
V α T@
constant P
Where:
V (volume)
T
(temperature) in
Kelvin
Let the learners derive the formula:
EXPLORE
V1 T2 = V2T1
19
(Possible answer)
Mathematically, Charles” Law can be
expressed as:
V ɑ T constant P
Removing the proportionality symbol (ɑ) and
using the equality sign (=) the equation will be
as follows:
V = k T or k=V/T
Thus, in a direct proportion, the quotient of the
variable
Is constant.
Considering the initial and final conditions,
you will arrive at the following equations:
V1 / T1 = k and V 2 / T2 = k
Whereas,
V1 is the initial volume and V2 is the final
volume
T1 is the initial temp and T 2 is the final
temp
If the vol-temp ratios are the same in the initial
and final conditions, then we will arrive at this
equation:
V1 / T1 = V2 / T2
For the following unknowns:

V1=?, T2=?, V2=?, T1=?
Call volunteers to derive each.
After derivation of formula, review the unit of

measurement for each property.
Application of the derived formula to a

problem solving.
Individual Activity
Sample Problem to be solved:
An inflated balloon with a volume of 0.75L at
30OC was placed inside the freezer where the
temperature is -10oC. Find out what will
happen to the volume of the balloon if the
pressure remains constant. Support your
answer with computation.
Presentation of group or individual output.

EXPLAIN
20
Additional input:
The volume decreases because the temp
decreases too. In this case, the volume
between the gas molecules decreases
because the kinetic energy is affected by
ELABORATE temperature. Do you realize the relationship
of Charles’ Law to Kinetic Molecular Theory?
Gas molecules move slowly at low
temperature, thus there is less collision and
so it will occupy smaller space.
Answer the following questions:

1. Derive V2 from the Charles’ Law formula:
V1/T1 = V2/T2
2. Express the mathematical symbol of
Charles’ Law
3. Problem Solving: (Using the five steps)
At 200C, the volume of chlorine gas is 15
dm3. Compute the resulting volume if
the temperature is adjusted to 318K
provided that the pressure remains the
same.
Possible answers
1. From: V1/T1 = V 2/T2
Since we are after for the V2, Cross multiply
the two equation, we get V2T1 = V1T2
Since we are after for the V2, Divide
both side by T 1, so, the V2 = V1T2/T1
2. V1/T1 = V2/T2
3. Given:
EVALUATE T1 = 20ºC + 273 =293K
V1 = 15 dm3
T2 = 318K
Find:
V2 =?
Formula:
V2 = V1T2/T1
Solution:
V2 = 15 dm3 (318K) / 293K
= 4,770 dm3.K/ 293K
Answer:
V2 = 16.27 dm3
Scoring Rubrics: on problem solving

Used the 5 steps - 5 points
Used only 4 steps - 4 points
Used only 3 steps - 3 points
Used only 2 points - 2 points
Used only 1 step - 1 point
No answer - 0
21
Answer the following Charles” Law problem to
EXTEND facilitate mastery of concepts on the volume-
temperature relationship on page 374
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
a. additional
activities for
remediation who
scored below
80%
C. Did the remedial
lesson work?
No . of learner
who have caught
up with the
lesson
D. No. of learners
ho continue to
require
Remediation
E. Which of my
reaching
strategies worked
well? Why did
these work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
used/discover
which I wish to
share with other
teacher
22
I. OBJECTIVES
A. Content Standard The learners demonstrate an
understanding of how gases behave
based on the motion and relative
distances between gas particles.
B. Performance
Standard
C. Learning Investigate the relationship between :
Competencies/ 1.1 volume and pressure at constant
pressure of a gas;
S10MT-IV-a-b-21
Objectives Relate properties of gases to kinetic
molecular theory
II. CONTENT Kinetic Molecular Theory
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide
pages
3.Textbook pages
from Learning
Resource (LR) portal
B. Other Learning
Resources
C. Material
IV. PROCEDURE A B
ELICIT
Figure A Figure B
Illustrated by: MYLA ANN A. BERNALES, 10-8-2019
23
Ask the learners to describe the two
figures above.
ENGAGE Ask a learner to bounce three balls

simultaneously, then let the class
describe the directions of the balls.
Group the learners into four. Each group
will perform the activity in every learning
station.
STATION 1: JET- PROPELLED

BALLOON
Guide Questions:
1. Explain why the balloons shoots
along the thread at a speed using the
concept of the gas laws.
2. What does this proved regarding
EXPLORE the compressibility of gases?
STATION 2: THE RISING WATER

Guide Questions:
4. What happened to the level of the
water inside the glass?
5. What caused this to happened?
6. If the rim of the glass was raised
above the surface of the water,
what might have happened?
Let the learners present their output.

EXPLAIN
The teacher discusses the key concept.
Kinetic Molecular Theory states that:

a. Gases are composed of molecules.
The distances from one molecule to
another molecule are far greater than
the molecules’ dimensions. These
molecules can be considered as
ELABORATE
spherical bodies which possess
negligible mass and volume.
a. Kinetic Molecular Theory states
that: a. Gases are composed of
molecules. The distances from one
molecule to another molecule are
far greater than the molecules’
dimensions. These molecules can
24
be considered as spherical bodies
which possess negligible mass and
volume.
b. Gas molecules are always in
constant random motion and they
frequently collide with one another
and with the walls of the container.
Collision among molecules are
perfectly elastic, that is, energy may
transfer from molecule to molecule
as the result of collision but the total
energy of all the molecules in the
system remains the same/constant.
c. There is a neither attractive nor
repulsive force between or among
gas molecules.
d. Movement of gas molecules is
affected by temperature. The
average kinetic of the molecules is
directly related to the temperature of
gas
Direction: Identify and underline the

possible weakness or flaws in the
postulates. Write TRUE if the
postulate is accurate and FALSE if
the postulate is flawed.
1. A gas consists of a collection of
small particles traveling in straight
line motion and obeying Newton’s
Laws.
2. The molecules in a gas occupy
negligible volume.
3. Collisions between molecules are
perfectly elastic (that is, no energy
is gained nor lost during the
EVALUATE
collision).
4. There are negligible, attractive, or
repulsive forces between
molecules.
5. The average kinetic energy of a
molecule is constant.
Key to Corrections
1. A gas consists of a collection of small
particles moving in straight line
motion and following Newton’s Laws.
(False)
2. The molecules in a gas do not
occupy a volume (that is, they are
points). (False)
25
3. Collisions between molecules are
perfectly elastic (that is, no energy is
gained nor lost during the collision).
(True)
4. There are negligible attractive or
repulsive forces between molecules
of gases. (True)
5. The average kinetic energy of a
molecule is constant. (True)
Give other practical applications of Gas
EXTEND
Laws.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require
a. additional activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learner who have
caught up with the
lesson
continue to require
Remediation
E. Which of my reaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. G. What innovation or
localized materials did
I used/discover which I
wish to share with
other teacher
26
Attachment
A Gaseous Outlook
Adopted from Apex
Objective:
 Determine the application of gas laws in daily occurrences.
Materials:
Activity A: Activity B:
• string • bowl
• sticky tape • drinking
• medium-sized glass
balloon • water
• drinking straw
A. Jet-Propelled Balloon
1. Thread a string through the straw and tie its ends tightly between two
points at equal heights in a room (e.g., handles or hooks).
2. Inflate the balloon and keep the neck closed between your fingers.
3. Fix the balloon underneath the drinking straw with the sticky tape
and pull the balloon along to one end of the string.
4. Pull your fingers against the mouth of the balloon then let go.
Q1. Explain why the balloon shoots along the thread at a speed using
the concept of the gas laws.
Q2. What does this prove regarding the compressibility of gases?
B. The Rising Water

1. Put the glass into the water upside down.
2. Lift the glass up, but without the rim going above the surface of the
water. Observe what happens.
Q1. What happened to the level of the water inside the glass?
Q2. What caused this to happen?
Q3. If the rim of the glass was raised above the surface of the water
what might have happened
27
Summative Assessment
1. Jane can still pump air in the party balloon even though it is
already inflated. What explains this phenomenon?
a. balloons look better if its size is bigger
b. balloons are made up of plastic
c. the air inside the balloon is hot
d. air molecules can be compressed
2. What is most likely to happen when an aerosol can is heated?
a. the can will be deformed c. the can will eventually explode
b. the can will stay the same d. the can will tarnish
3. Each container with varying volume has 1.0 mole of oxygen gas at
30.0°C. In which container will pressure be the lowest?
4. Which of the following phenomena best illustrates Charles’ Law?

a. carbon dioxide being dissolved in water
b. expansion of the balloon as it is being submerged in hot water
c. breathing apparatus being used by a patient
d. leavening agent causing the fluffiness of cake products
5. Which of the following pair/s is/are correctly matched?
a. I & II b. III & IV c. I, III, & IV d. I, II, III, & IV
6. Which of the following samples is highly compressible at high pressure

and expandable at high temperature?
a. oxygen gas c. water
b. aluminium sheet d. ice
28
7. Records show that the incident of tire explosion is high during summer
season. Which of the following gives the best explanation for this
observation?
a. there are more travellers during summer vacation
b. b. high temperature during summer season causes the air inside the
tire to expand
c. c vehicles’ tires are not well maintained
d. there is too much air inside the tires
8. Which is most likely to happen when a closed vessel filled with gas is
shaken for 2 minutes?
a. the temperature inside the vessel increases
b. the pressure inside the vessel increase
c. the temperature and pressure inside the vessel increase
d. both the temperature and pressure inside the vessel increase
9. Determine what will happen to the temperature of a confined

gas as the pressure decreases.
a. the gas temperature stays the same
b. the gas temperature decreases
c. the gas temperature increases
d. there is no enough data
10. Gab wants to have a portable oxygen tank. A 5.00 liter oxygen gas
exerts a pressure of 1.00 atmosphere. How much pressure is needed
for this gas to be compressed in a 2.00 liter cylinder, provided there is
no temperature change?
a. 3.0 atm b. 2.5 atm c. 2.0 atm d. 1.5 atm
11. The temperature of nitrogen gas contained in a not rigid vessel is

reduced from 100°C to 5.0°C? Which of the following describes the
resulting behavior of nitrogen gas molecules?
I. The average kinetic energy suddenly increases, thus the pressure
increases
II. The average kinetic energy suddenly decreases, thus the pressure
decreases
III. The volume occupied by the gas molecules suddenly increases, thus
the container expand
IV. The volume occupied by the gas molecules suddenly decreases,
thus the container shrink
a. I & III b. II & IV c. I & IV d. II & II
29
12. A balloon with a volume of 200 mL at 30°C is submerged in hot water
to obtain a temperature of 50°C. Find out what will happen to the volume
of the balloon, provided the pressure remains the same.
a. the volume of the balloon will become higher than 200 mL
b. the volume of the balloon will become lower than 200 mL
c. the volume of the balloon will stay the same
d. there is no enough data
13. A 2.0 g (approximately 0.045 mole) sample of dry ice (solid carbon
dioxide) is placed in an evacuated 3.5 L vessel at 30°C. Compute for the
pressure inside the vessel after all the dry ice has been converted to
carbon dioxide gas. (R=0.0821 L. atm/mol.K)
a. 0.32 atm c. 0.67 atm
b. 0.45 atm d. 1.0 atm
14. What is the explanation to your answer in item number 13?

a. the gaseous form of dry ice exerts the same pressure with its
environment because it adopts the atmospheric pressure
b. the gaseous form of dry ice exerts lower pressure due to the bigger
volume that results to lesser collisions of the gas particles.
c. the gaseous form of dry ice will have the same pressure because its
composition remains the same
d. the gaseous form of dry ice will either have high or low pressure
15. What do you expect to happen to the volume of a gas if its pressure is
doubled and its temperature is reduced to half?
a. its volume is increased c. its volume remains unchanged
b. its volume is doubled d. its volume is decreased
30
Pre-Assessment
Substance Iodine Test Biuret Test Benedicts Test
A Black Solution (+) (-) (-)
B (-) (+) (-)
C (-) (-) (+)
Direction: Analyze each question carefully then choose the letter of the
correct answer.
1. Which of the following is NOT a major source of protein?
A. fish B. egg C. milk D. vegetable
2. Which of the following contains the most lipids?
A. banana B. champorado C. olive oil D. cheese
3. Which of the following is a correct pair?

A. glucose: disaccharide C. starch: polysaccharide
B. sucrose: monosaccharide D. triglyceride: polysaccharide
4. Which is a correct pair of an example of protein and its function?

A. enzymes: speed up reactions in the body and eventually used up in the
process.
B. collagen: provides strength and flexibility to connective tissues.
C. actin and myosin: supplies amino acids to baby mammals
D. hemoglobin: helps regulate blood sugar levels
5. Maria wanted to determine what types of biomolecules are present inthe

three unknown substances that her teacher gave her. The following table
shows her results.
31
Which of the following statements is TRUE?
A. Substances A and B are proteins while substance C is a lipid.
B. Substance A contains starch and substance B and C contain
nucleic acid
C. C. Substances A and C are carbohydrates where A is an amylose in
starch and B is a protein and C maybe a simple sugar
D. Substance B is a carbohydrate and substances A and C are lipids
For numbers 6 to 9 please refer to the structures below
6. Which of the given structures (A, B, C, or D) represents molecules that

provide energy and are very soluble in water?
7. Which of the given structures (A, B, C, or D) represents hydrophobic

molecule that is used as storage of energy?
8. Which of the given structures (A, B, C, or D) represent the molecules that

store the hereditary traits of humans?
9. Which of the given structures (A, B, C, or D) represent the building blocks

of bigger molecules necessary for structural integrity of organisms?
10. Which of the biomolecules contains other elements aside from carbon,
hydrogen, and oxygen?
A. carbohydrates, lipids C. nucleic acids, proteins
B. proteins, lipids D. nucleic acids, lipids
32
DATE & TIME 1 session QUARTER/ WEEK/ DAY Q4W3D1
I.OBJECTIVES
A. Content
Standard The learners demonstrate an understanding of the
structure of biomolecules, which are made up
mostly of a limited number of elements, such as
carbon, hydrogen, oxygen and nitrogen.
B. Performance
Standard
C. Learning
Competencies The leaner should be able to recognize the major
categories of biomolecules such as carbohydrates,
lipids, proteins and nucleic acid
S10MT-IVc-d-22
D. Objectives 1. Identify the foods that are classified as

carbohydrates.
2. Perform an activity to show the presence of
carbohydrates in food samples.
II. CONTENT
TEST FOR CARBOHYDRATES
III. LEARNING
RESOURCES
A. References
1. Teacher’s 319
Guide pages
2. Learner’s 448
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other
Learning
Resources
IV. PROCEDURE A B
Show the following pictures in class:
ELICIT
33
Photo credits: MANUEL I. RACELIS, 10-8-2019
From the given food samples, which do you think

ENGAGE can be classified as carbohydrates?
Possible answers : cakes, bread, flour, honey
The learners will perform Activity 1a: – Test for
EXPLORE
Carbohydrates
Let the learners present the result of the activity
EXPLAIN following the format below. Let the learners note the
change in color using iodine solution and Benedict’s
solution.
Note: In Iodine Test for Starch, the iodine changes
from yellow to blue or black in the presence of
starch. In Benedict’s Test for Reducing Sugar, the
Benedict’s solution changes from blue to green, to
yellow or to orange or brick red.
Test for
Simple/Reducing
Food Sample
Sugars/Benedict’s
Test
Cooked Pasta
Cracker
Cooked Rice
Corn syrup
Table sugar
Pineapple
Ask the learners the following questions:
1. Which foods tested will the body use for a quick
burst of energy? Which could be used for energy
when no carbohydrates are available?
ELABORATE Possible answers: For a quick burst of energy,
you need simple sugars. When no
carbohydrates are available, egg, peanut butter,
fried chicken and oil can be used.
2. Why it is that Benedict’s test gives a negative (-)

result with sucrose or table sugar?
Possible answer: Sucrose is a non-reducing sugar
because of the way the bonds are attached to the
two monosaccharides making up sucrose. It will
therefore give a negative result with Benedict’s test.
EVALUATE The learners will answer the following questions:
34
Photo credits: MANUEL I. RACELIS, 10-8-2019
1-3 Which of the following food samples contain

starch using the Iodine Test?
Possible answers: cakes, bread, flour,
honey
4-5 Which of the following food samples contain
much sugar using the Benedict’s solution?
Possible answers: cakes, bread, flour,
honey
Make a Pinggang Pinoy and draw carbohydrate rich
food to be included in your diet that will keep you
EXTEND going and must be taken in moderation to maintain
a healthy lifestyle.
V. REMARKS
VI. REFLECTION
VII. OTHERS
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 it
work?
did I encounter
which my principal
35
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/ discover
which I wish to
share with other
teachers?
H. No. of learners
who earned 80%
on the formative
assessment
36
Attachment
Test for Carbohydrates
Objective:
 Detect the presence of carbohydrates and lipids in food samples using

chemical tests.
.Materials:
 Iodine solution or tincture of iodine

 Benedict’s solution
 food samples for testing carbohydrates ( cooked pasta, cracker,
 cooked rice, corn syrup, table sugar, pineapple)
 food samples for testing lipids (oil, peanut butter, egg, fried chicken,
 butter, milk, burger)
 6 pcs.small test tubes or vials per group
 6 pcs. test tube holders per group
 2 pcs.droppers per group
 mortar & pestle per group
 1 spot plate per group
Procedure:
A. Carbohydrates Iodine Test for Starch
1. Place ½ teaspoon of each food sample on the well of a spot plate.

Make sure that the food samples are far from each other.
2. . Add 3 drops of Lugol’s Iodine solution or tincture of iodine on each
food sample.
3. Note that Lugol’s iodine solution or tincture of iodine changes from
yellow to blue or black in the presence of starch.
4. Write your observation in Table A.
B. Benedict’s Test for Reducing Sugar
1. Place a pinch of the food samples to be tested into a test tube.
2. Add 1 full dropper of Benedict’s solution to each test tube.
3. Gently shake the test tube or vial.
4. Place the test tubes in the hot water bath for 2-3 minutes. After 2-3
minutes, return the test tubes to the test tube racks. If the substance in
your test tube contains sugar, Benedict solution will change color.
Positive Test: Benedict’s solution changes from blue to green (very small
amount of reducing sugar), to yellow (higher amount of reducing sugar) to
orange or brick red (highest amount of reducing sugar). The change in
color is due to the formation of the brick red precipitate, Cu2O.
37
CAUTION: Always use a test tube holder to handle hot test tubes.
5. Observe your test tube (using white paper as a background).

Record the amount of sugar present in Table 1.
Guide Questions:
1. What do you observe in the test tube?
2. How does the sugar in food samples react with Benedict’s solution?
38
I.OBJECTIVES
A. Content
Standard The learners demonstrate an understanding
of the structure of biomolecules, which are
made up mostly of a limited number of
elements, such as carbon, hydrogen, oxygen
and nitrogen.
B. Performance
Standard
C. Learning The leaner should be able to recognize the
Competencies major categories of biomolecules such as
carbohydrates, lipids, proteins and nucleic
acid
S10MT-IVc-d-22
D. Objectives 1. Identify the three classes of

carbohydrates.
2. Compare the three classes of
carbohydrates in terms of structure.
3. Give some uses of carbohydrates in
industries.
II. CONTENT CARBOHYDRATES

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 316
pages
Materials pages
3. Textbook pages Science 9, Learner’s Module pp. 67
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning http://www.rawfoodexpalined.com/arbohydrat
Resources es/classifications-of-carbohydrates.html
IV. PROCEDURE A B
ELICIT Show pictures of food
39
Ask: Which of the food are classified as
carbohydrates?
(Possible answers: A. banana and B.

champorado)
Note: You may use pictures of kakanin and

other food products known in your locality.
Ask the learners to Ask the learners to
rearrange the letters rearrange the letters
given to form the given to form the
correct word or term. correct word or term
being described.
CROHNOSMDACAI
E CROHNOSMDACAIE
Possible Answer: – is the simplest
MONOSACCHARID sugar and the basic
E sub unit of
carbohydrate.
RISDACDCHAIE Possible Answer:
Possible Answer: MONOSACCHARIDE
ENGAGE
DISACCHARIDE
RISDACDCHAIE –
OCLDPYSRCHAAIE also called as sucrose
Possible Answer: Possible Answer:
POLYSACCHARIDE DISACCHARIDE
OCLDPYSRCHAAIE
– an example of this
is glycogen
Possible Answer:
POLYSACCHARIDE
Apply Carbohydrate Jigsaw – I need an

Expert.
The class will be divided into 3 learning

EXPLORE stations. These are called the “Home
Groups.” Each group will have an expert
member to discuss the assigned topics on
carbohydrates.
40
After the expert member from each group
meets his/ her home group, he/ she will
transfer from one station to another.
Learning Station 1: MONOSACCHARIDE
Learning Station 2: DISACCHARIDE
Learning Station 3: POLYSACCHARIDE
Note: Each expert will be given 5 minutes to

discuss the topic.
Additional Activities:
A. Given figures 3, 4, and 5. Compare the
structure of the three classes of
carbohydrates including the elements
present.
Figure 3
Figure 4
41
Figure 5
B. Ask the following questions:

1. What is the name of the disaccharide
found in cheese and other milk products?
(Possible answer: lactose)
2. Why do you think marathon runners eat a
meal rich in carbohydrates the day before
the race?
(Possible answer: Eating meals rich in
carbohydrates before running will
boost glycogen stored in the muscle
enabling them to work out for longer.)
3. Give other uses of carbohydrates to
industries.
(Possible answers: Carbohydrates
are used in the manufacture of
paper, textiles, pharmaceuticals,
biodegradable polymers, additives in
food.)
Key Concepts:
 Carbohydrates are the major source of
energy for the body. These are simple
sugar, starch and cellulose.
ELABORATE  All carbohydrates contain carbon,
hydrogen, and oxygen.
 They may be classified into the
following: Monosaccharides,
Disaccharides and Polysaccharides.
42
Direction: Answer the following:
1-3. What are the three classes of
carbohydrates?
a. Monosaccharide
b. Disaccharide In any order
c. Polysaccharide
4.What element is not found in the structure
of the classes of carbohydrates?
A. Carbon (C)
B. Hydrogen (H)
C. Oxygen (O)
D. Sulfur (S)
5.What type of bond is present in all of the
EVALUATE
classes of carbohydrates?
A. Metallic bond
B. Covalent bond
C. Ionic bond
D. Non polar covalent bond
6-10. Enumerate 5 uses of carbohydrates in

industries.
(Possible answers: Used in the
manufacture of paper, textiles,
pharmaceuticals, biodegradable polymers,
additives in food)
Assignment:
EXTEND
V. REMARKS Assign the topic to the home leader ahead of
time for them to study.
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
C. No. of learners
who require
for remediation
D. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
E. No. of learners
who continue to
require
remediation
43
F. Which of my
teaching strategies
worked well? Why
did it work?
G. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
H. What innovation or
localized
material/s did I
use/ discover
which I wish to
share with other
teachers?
44
I. OBJECTIVES
A. Content The learner demonstrates an understanding of

Standard the structure of biomolecules which are made up
mostly of a limited number of elements such as
B. Performance
Standard
The learner should be able to recognize the
C. Learning major categories of biomolecules such as
Competencies carbohydrates, lipids, proteins and nucleic acid.
S10MT-IVc-d-22
D. Objectives 1. Perform an activity to test the presence of
lipids in foods.
II. CONTENT TEST FOR LIPIDS
III. LEARNING
RESOURCE
A. Reference
1. Teacher’s Guide 319 - 321
Pages
Material Pages
3. Textbook Pages
4. Additional
Material from
Learning
Resource (LR)
Portal
5. Other Learning
Resources/Mater
ials
V. PROCEDURE A B
Show the pictures of the following food samples.

Ask them which food samples contain lipids.
Peanut Butter honey egg

ELICIT
Burger butter milk mayonnaise
fried chicken
45
Group the class into five (5). Let them identify
which among the food samples will be taken in
ENGAGE moderation considering the fat content. Let them
share ideas among their groupmates.
With the same groupings, let the learners

EXPLORE perform Activity 1c: – Iodine Emulsion Test
for Fats and Oils
Let each group present the result of the activity

following the table format and the guide question.
Food Colorless Layer of

Sample Cloudy
White
Suspension
oil
Peanut butter
egg
Fried chicken
EXPLAIN
butter
milk
burger
Mashed
potato
Guide question:
1. What food samples tested would your
body use for a quick burst of energy?
Possible answer: egg, peanut butter
and fried chicken can be used.
Ask the learners:
1. What kind of foods rich in fats should be taken
in moderation? Why?
Possible answer: Foods that are rich in
saturated fats and transfats should be
taken in moderation because they are
considered as bad fats. Saturated fats
raise total blood cholesterol as well as
ELABORATE LDL (low density lipoprotein) cholesterol
(bad cholesterol). Saturated fats are
found in fatty beef, pork poultry with skin,
beef fat, lard and cream, butter, cheese
and other dairy products made from
whole or reduced-fat milk. A diet should
emphasize vegetables, fruits, whole
grains low- fat dairy products, lean meat
and poultry without skin, fish and nuts.
46
Answer the following:
1-3. Which of the food samples formed a layer

of cloudy white suspension?
Possible answer: oil, peanut butter,
EVALUATE egg, fried chicken, burger, milk, butter
4-5. Which food sample appears colorless in

ethanol emulsion test for lipids?
Possible answer: mashed potato
Let the students conduct research on

carbohydrates and lipids. Note the chemical
composition and its proportions of and explain
which type of molecule has the higher calorie
content per gram since these are both used as
energy sources for cell metabolism.
Possible answer: Both carbohydrates and

EXTEND lipids serve as sources of energy but these
compounds contain different capacities of
energy storage. Each gram of carbohydrates
stores four (4) calories of energy, whereas
each gram of lipids stores nine (9) calories.
As a result lipids serves as a more compact
way to store energy since it contains more
energy per gram than carbohydrates.
IV. REMARKS
V. RELECTION
VI. OTHERS
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?
47
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 it work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
48
Attachment
Test for Lipids

Adapted:http://brilliantbiologystudent.weebly.com/ethanol-emulsion-test-for-
lipids.html (accessed: July 15, 2014)
Objective:
• To detect the presence of fats and oil in food samples using chemical
tests.
Solid sample:
1. Crush a pinch of food sample and place in a dry test tube.

2. Add ethanol to about 2 cm3 above the level of the sample and
shake thoroughly.
3. Allow the solid to settle for about 3 minutes and decant the
ethanol into another test tube.
4. Add 2 cm3 of distilled water to the test tube
Liquid sample:
1. Add a few drops of the liquid food sample to a dry test tube.
2. Add 2 cm3 ethanol and shake it thoroughly
3. Add 2 cm3 of distilled water.
4. Write observations in Table 3.
Table 3. Results of the Ethanol Emulsion Test for Lipids
Layer of Cloudy White

Food Sample Colorless
Suspension
oil
Peanut butter
egg
Fried chicken
butter
milk
burger
Mashed potato
Q1. Which of the foods samples tested would your body use for a quick burst
of energy? Which could be used for energy when no carbohydrates are
available?
49
Q2. Why it is that Benedict’s test gives a negative (-) result with sucrose or
table sugar?
Q3. What kind of foods rich in fats should be taken in moderation? Why?
50
I.OBJECTIVES
A. Content The learners demonstrate an understanding of
Standard the structure of biomolecules, which are made
up mostly of a limited number of elements,
such as carbon, hydrogen, oxygen and
nitrogen.
B. Performance
Standard
carbohydrates, lipids, proteins and nucleic acid.
S10MT-IVc-d-22
D. Objectives 1. Define/describe the following terms: lipids,
fatty acids, fats, oils and cholesterol.
2. Compare the structural formula and
melting point of common fatty acids.
3. Give awareness on the effect of excessive
levels of cholesterol in our body.
II. CONTENT LIPIDS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 317-318
pages
Materials pages
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other Learning http://www.laney.edu/wp/cheli-
Resources fossum/files/2012/01/Classification-of-
Lipids.pdf
IV. PROCEDURE A B
Show pictures of food.
Ask: Which of the food are classified
as lipids?
ELICIT Picture 1: Sliced Karpa(Indian Carp)
Picture 2: Balimbing(star fruit), balaigang(black
berry), and saluyot
Picture 3: Itlog na natural (native eggs)
Picture 4: Bunguran (banana)
Picture 5: Puto sa abab(rice puto)
51
Picture 6: Coconut oil
Group Activity. Group Activity.

rearrange the pieces of match the terms to
paper containing word/s its correct
to define the following: definition/descriptio
n by writing the
ENGAGE - LIPIDS – found in letter
hormones 1. LIPIDS
a. abundant in
and cell membrane cell
components and membrane of

stores energy
animal cells.
for later use.
2. FATTY
- FATTY ACIDS – long b. are liquid at
chain ACIDS
room
carboxylic acid
temperature
which are insoluble and
in water but soluble contain

in
unsaturated
nonpolar solvents.
fatty acids.
- FATS – solid at
3. FATS
room temperature and c. solid at room
contain
temperature
saturated fatty acids. and
contain
- OILS – are liquid at saturated
room
fatty acids.
52
temperature and 4. OILS
contain d. long chain
unsaturated fatty carboxylic acid

acids.
which are
- CHOLESTEROL- insoluble in
abundant in water
cell membrane of but soluble in

animal cells.
nonpolar
solvents.
5. CHOLESTE
ROL e. found
in
hormones
and cell
membrane
components
and stores
energy for
later use.
Answer key:
- LIPIDS – found
in hormones and
cell membrane
components and
stores energy for
later use.
- FATTY ACIDS –
long chain
carboxylic acid
which are
insoluble in water
but soluble in
nonpolar
solvents.
- FATS – solid at
room temperature
and contain
53
saturated fatty
acids.
- OILS – are liquid
at room
temperature and
contain
unsaturated fatty
acids.
- CHOLESTEROL-
abundant in cell
membrane of
animal cells.
Let the learners present and explain their

answers.
1. What happens to the melting point of
EXPLORE fatty if it has double bond on its
structure? (Possible answer:
decreases)
2. Compare the structural formula of
lauric and oleic.
(Possible Answer: Lauric has single

bond while oleic has double bond on
its structure.)
3. What common fatty acids have
double bond in their structure?
(Possible answers: Linoleic, Linolenic,
Arachidonic and Oleic)
Key Concepts:
 Lipids have the “job” of storing energy for
ELABORATE later use.
 Lipids are also found in hormones and
cell membrane components.
 Lipids have different structural types such
as carboxylic acids or fatty acids,
triglycerides or neutral fats, steroids, and
waxes, to name a few. Naturally occuring
esters are lipids that contain one or more
long-chain carboxylic acids called fatty
acids. These are insoluble in water but
soluble in nonpolar solvents.
54
Direction: Answer the following
questions by writing the letter of the best
answer.
EVALUATE
1. What are lipids?
A. These are biomolecules that has
the job of storing energy for later
use.
B. Liquids at room temperature and
contain unsaturated fatty acids.
C. Molecules are composed of fused
rings of atoms.
D. Solids at room temperature and
contain saturated fatty acids.
2. These are solid at room temperature
and contains saturated fatty acids.
A. oils
B. fats
C. cholesterol
D. fatty acids
3. Fatty acid is ________.
A. insoluble in water but soluble in
nonpolar solvents.
B. soluble in water but non-soluble in
nonpolar solvents.
C. in soluble in water but soluble in
polar solvents.
D. soluble in water but insoluble in polar
solvents.
4. What common fatty acid has the lowest
melting point?
A. Lauric
B. Myristic
C. Oleic
D. Arachidonic
5. How many carbons are present in the

structural formula of Stearic?
A. 12
B. 16
C. 18
D. 19
6. Which from the following common fatty
acids has double bond on its structure?
A. Palmitic
B. Stearic
C. Lauric
D. Oleic
55
7. All of the following are source of animal
fats except __
A. butter
B. coconut oil
C. lard
D. beef
8. Which of the following is an unsaturated
fatty acid?
A. Myristic
B. Oleic
C. Palmitic
D. Stearic
9. What do you think will happen to people
who has excessive cholesterol in their
body?
A. The organs will function properly
B. Their body will be healthy
C. They will suffer heart diseases.
D. They will be able to live longer.
10. What do you think is the best way to
prevent heart diseases caused by high
cholesterol in the body?
A. Eat more vegetables and fruits.
B. Eat cakes and pastries
C. Drink more alcohol.
D. Sleep more than 8 hours at night.
Assignment:
1. What is Calorie?
2. Which type of molecule has the higher
EXTEND calorie content per gram?
Carbohydrates or Lipids?
Reference: Science 10 Learner’s Unit 4 Module
3, pp. 461-462
V. REMARKS
VI. REFLECTION
VII. OTHERS
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?
56
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 it work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/ discover
which I wish to
share with other
teachers?
57
Attachment
LIPIDS
Objective:
Describe the structural formula and melting point of some common

fatty acids.
Guide Questions:
1. What happens to the melting point of fatty acids as the

number of carbon increases?
2. What do you think will be the melting point of the fatty acid
before lauric?
3. What common fatty acids have double bond in their
structure?
58
I. OBJECTIVES
A. Content The learners demonstrate an understanding of
Standard the structure of biomolecules, which are made up
mostly of a limited number of elements, such as
B. Performance
Standard
C. Learning -Recognize the major categories of biomolecules
Competencies such as carbohydrates, lipids and nucleic acids.
S10MT-IVc-d-22
D. Objectives 1. Discuss standard chemical test for
proteins.
2. Relate indicator reactions to the presence
of organic nutrients.
3. Identify the agents for the denaturation of
proteins.
II. CONTENT TEST FOR PROTEINS & DENATURATION OF
PROTEINS
III.LEARNING
RESOURCES
A. References
pages
2. Learners 462-464
Materials pages
3. Textbook pages 1. EASE Biology, Module 6. Lesson 1.
2. Science and Technology III: Chemistry
Textbook. NISMED. 1997.pp. 363-391.
3. Chemistry III Textbook. Mapa, Amelia P.,
Ph.D., et al. 2001.pp.373-385.*
4. Science and Technology III:Chemistry
Textbook for Third Year. Mapaa, Amelia P.,
Ph.D., et al. 1999. Pp.378-392.*
4. Additional
materials from
learning Resource
(LR) portal
B. Other
Learning
Resources
C. Materials
59
IV. PROCEDURE : A B
Ask: Identify what is in the picture.
ELICIT
Possible answers: milk, legumes, fish, egg,

cheese, taho, nuts, lean meat, etc.
These food samples belong to body-building food
and they are rich in what nutrient?
(Possible answer: Proteins)
Let’s find out how we can test for proteins by

watching a video entitled BIURET TEST.
Link: https://youtu.be/ufec89a47uM
What can you infer from the video presented?

(Answers may vary.)
ENGAGE
Which contains proteins?
(Possible answer: egg white)
Group the learners into 6. Ask the first three
groups to perform the activity, TEST FOR
PROTEINS and the other three groups to do the
EXPLORE DENATURATION OF PROTEINS (see
(End of Day 1) attachments)
Let them answer the following questions:

TEST FOR PROTEINS
1. Describe what you observed in each test
tube.
2. Which foods may be used for building

body parts?
DENATURATION OF PROTEINS
1. Describe what you observed in each test tube.
2. Copper sulfate is used as a fungicide in the

garden. Explain the relation of this application to
what you have just observed.
60
3. A 70% solution of ethanol in water is used as a
disinfectant. Explain the basis for this application.
4. Describe what happens to test tube D applied

with heat.
5. Give other examples of ordinary activities at

home that involve the denaturation of proteins.
Key Concepts:
ELABORATE  Preservation of foods by pickling and salting

involve denaturation of proteins. Vinegar and
salts are agents for denaturation. Decay
microorganisms are killed when their cell
proteins are denatured.
 Biuret test is a general test for proteins. It
gives color reaction due to presence of
peptide linkage in polypeptide or protein
since all proteins contain peptide linkages.
 Heat, electrolyte, mineral acid and organic
solvent are agents which can denaturate
proteins. Egg white is more than 90% water
and the rest are proteins (principally albumin
MULTIPLE CHOICE. Choose the letter of the

correct answer.
EVALUATE 1. Which of the following food samples will
turn to violet when added with copper
sulfate and sodium hydroxide?
A. egg white C. sili
B. banana D. apple
2. The following may be used for building

body parts, EXCEPT
A. pork C. chicken
B. milk D. water
3. __________gives color reaction due to

presence of peptide linkage in polypeptide
or protein since all proteins contain peptide
linkages.
A. Biuret Test C. Acid-Base Test
B. Denaturation D. Fluorine Test
61
4-5. Aside from the choices given in numbers 1-
2, give two food samples that will turn to violet
when added with copper sulfate and sodium
hydroxide.
(Possible answers: nuts and seeds

yogurt, milk, soymilk, beans of all kinds, tofu,
cheese, fish)
6.What does “de-nature” mean?

A. To remove its natural characteristics
either physical factors such as heating
or chemical factors.
B. To increase its natural characteristics
either physical factors such as heating or
chemical factors.
C. To decrease its natural
characteristics either physical factors such
as heating or chemical factors.
D. All of the above.
7.What happens to a protein when it becomes

denatured?
A. physical change occur
B. chemical change occur
C. no changes occur
D. both A and B
8.The following are agents of protein

denaturation, EXCEPT:
A. heat C. mineral acid and solvent
B. electrolyte D. solute
9.Which agent is used as fungicide in the garden?

A. Copper sulfate C. HCl
B. Ethanol D. MgO2
10.Which one is used as a disinfectant on the
skin?
A. 90% alcohol C. 85% alcohol
B. 70% alcohol D. All of the above
Research other ways of testing for proteins and

protein denaturation.
EXTEND
V. REMARKS
VI. REFLECTION
VII. OTHERS
62
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 it
work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover which
I wish to share with
other teachers?
63
Attachment
TEST FOR PROTEINS
Objectives:
 Perform standard chemical test for proteins.

 Relate indicator reactions to the presence of organic nutrients.
MATERIALS:
 0.5 M sodium hydroxide solution

 0.5 M copper (II) sulfate solution
 Droppers
 Test Tubes
 Test tube racks
 Food samples (egg white, cooked fish, cooked meat, cooked
legumes, taho)
PROCEDURE:
Biuret Test
1. Place a pinch of food sample to be tested into a test tube.

2. Add 5 drops of NaOH and 5 drops of CuSO4 solution to the test tube.
3. Gently shake the test tube.
4. Observe the content of each test tubes (using white paper as
background). If the food contains protein, it will turn pink or blue-violet.
Record the amount (0, +,++,+++,++++) of proteins for each food
substance in table C.
Positive Test: Biuret is clear or light blue in the absence of protein and
pink or blue-violet in the presence of protein.
Amount 0 + ++ +++ ++++

of Protein None Trace Little Moderate Much
Food Protein Protein Protein
Color Light Blue Light Pink Pink Blue- Dark blue
Violet -violet
64
CAUTION: Biuret reagent can burn your skin. Wash off spills & splash
immediately with plenty of water. Inform the teacher when this occurs.
Data/ Results
Table C
Food Samples Biuret Test

egg white
cooked fish
cooked meat
cooked legumes
taho
Guide Questions:
1. Describe what you have observed in each test tube.
2. Which foods may be used for building body parts?
65
Attachment
THE DENATURATION OF PROTEINS
Objectives:
 Identify the agents for the denaturation of proteins.

 Relate the denaturation of proteins to home or ordinary activities.
 Explain what happens to proteins upon denaturation.
MATERIALS:
 Dilute egg white solution

 test tubes
 0.1M copper (II) SULFATE SOLUTION
 Dropper
 Conc. HCl
 alcohol burner
 Ethanol
PROCEDURE:
1. Set up four test tubes (labeled A, B, C, and D) in a test tube rack. Place
about 2 cm3 of the egg white solution in each test tube. Add a few
drops of each of the following reagent solutions to separate egg white
samples in test tubes A, B, and C.
A. 0.1 M Copper (II) sulfate solution
B. conc. HCl
C. Ethanol
Take Note: Preparation of egg white sample: Mix together one
portion of egg white with five portions of water in a small beaker.
Add a very small amount of sodium chloride.
Observe what happens in each test tube.

Q1. Describe what you observed in each test tube.
Q2. Copper sulfate is used as a fungicide in the garden. Explain the
relation of this application to what you have just observed.
Q3. A 70% solution of ethanol in water is used as a disinfectant.
Explain the basis for this application.
2. Get test tube D and apply heat. Observe any change.

Q4. Describe what happens.
Q5. Give other examples of ordinary activities at home that

involve the denaturation of proteins.
66
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of

the structure of biomolecules, which are made
up mostly of a limited number of elements, such
as carbon, hydrogen, oxygen, and nitrogen.
B. Performance
Standard

carbohydrates, lipids, proteins and nucleic acid.
S10MT-IVc-d-22
D. Objectives 1. Identify the examples of food which are

rich in protein.
2. Describe the amino acid structure and
differentiate the two types of Nucleic acid.
3. Show the molecular structure and
structural formula of the different types of
nucleic acid.
II. CONTENT PROTEINS, AMINO ACID STRUCTURE, and

NUCLEIC ACID
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learners 465
Materials pages
3. Textbook pages Science and Technology III: Chemistry
Textbook.NISMED.1997.PP.363-391.
4. Additional
materials from
learning Resource
(LR) portal
67
B. Other Learning Youtube(https://m.youtube.com/watch?v=KSK
Resources PgaSGSYA) (https://m.youtube.com/watch?v=-
RluCaxfN0M)
IV. PROCEDURE : A B
Ask: What did you eat for breakfast this
morning? What do you think are their
nutritive content?
ELICIT
(Answers may vary.)
Flash pictures of the following:
1. egg white
ENGAGE
Photo credits: Maila B. Ceguera(08/25/2019)
2. Fish
Photo credits: Ramil Malaya (05/052019)
(Note: You may use picture of the fish known in

your locality.)
3. Meat
68
Photo credits: Ramil Malaya (05/052019)
4. Cheese
Photo credits: Maila B. Ceguera(08/25/2019)
5. monggo seeds
Photo credits: Al-Vincent I V. Albia (08/25/2019)
Ask: What do these food have in common?

Are these beneficial to us? Why?
Possible answers: These contain PROTEIN.

Yes, all these food are beneficial to our body
since they help rebuild our body system.
Ask: How will you Ask: How will you

describe the amino acid describe the amino
structure? acid structure?
EXPLORE (Possible answer: It (Possible answer: It

contains two contains two
functional groups: a functional groups: a
basic NH2 amino basic NH2 amino
group and an acidic- group and an acidic-
COOH carboxylic acid COOH carboxylic
group) acid group)
69
Divide the class into 5 Divide the class into 5
groups. groups.
Let them watch and Let them watch and
analyze a video entitled analyze a video
WHAT IS PROTEIN? entitled WHAT IS
with the link PROTEIN? with the
https://m.youtube.com/ link
watch?v=wvTv8TqWC https://m.youtube.co
48 m/watch?v=wvTv8Tq
WC48
Ask them to Ask them to answer

characterize proteins the guide questions.
and answer the guide
questions.
1. Describe the two 1. What are the two
functional groups of functional groups
of amino acids?
amino acids.
2. How is peptide 2. How is peptide
formed?
formed?
3. How does 3. How does
condensation condensation
reaction take
reaction take place?
place?
Make a model of DNA .
(see attachment)
Key Concepts:
70
 Proteins are made up of the elements
carbon, hydrogen, oxygen, nitrogen and
sulfur. Let’s continue the story of Aaron
Jay on his journey this time to the world
ELABORATE of proteins. From the result of his activity,
he was able to know that egg white, fish,
meat, and cheese are foods rich in
proteins. He learned from their
discussion that proteins are found in all
living cells.They are the second most
common molecules found in the human
body (after water) and make up about
10% to 20% of the mass of a cell. So
whenever Aaron Jay eats protein-rich
foods, his digestive system breaks the
long protein chains into simpler
substances called amino acids. He
learned from his Chemistry class that
amino acids are the building blocks of
proteins. Of the 20 amino acids found in
human protein, only 11 can be
synthesized by the body and 9 have to be
supplied by the foods we eat. These 9
amino acids are also called essential
amino acids. Adults only need to obtain
eight of them: valine, isoleucine, leucine,
lysine, methionine, phenylalanine,
threonine and tryptophan. The ninth
amino acid - histidine - is only essential
for infants.
 Amino acids are organic molecules that
contain two functional groups: a basic
NH2 amino group and an acidic- COOH
carboxylic acid group.
 When two amino acids react with each
other in an acid-base reaction, a peptide
is formed. The basic amino group of one
amino acid reacts with the acidic
carboxylic group of another amino acid,
forming the peptide, and a molecule of
water is lost. This reaction shown above
is classified as a condensation reaction
because the two amino acid molecules
71
join together and water is formed. The
bond formed is called a peptide bond,
and the product is a dipeptide because it
is made up of two amino acid units.
Longer chains are called polypeptides
and chains of 50 or more amino acids are
called proteins.
 Deoxyribonucleic Acid (DNA)- is a
molecule that is a bunch of atoms that
stick together. It is important in the sense
that it transfers genetic messages to all of
the cells in our body. If you think about
DNA in a reproductive sense, consider
that the joining of an egg and sperm to
create your first cell provided your
complete genetic code that your body
would use all your life. Within that initial
cell, half of your chromosomes -
containing your DNA - came from your
father and half came from your mother.
That is molecular blue print for all living
things.
 DNA clearly plays important roles in the
human body and is one of the most
significant discoveries of the twentieth
century. The information in DNA is stored
as a code made up of four chemical
bases: adenine (A), guanine (G),
cytosine (C), and thymine (T). Human
DNA consists of about 3 billion bases,
and more than 99 percent of those bases
are the same in all people. The order, or
sequence, of these bases determines the
information available for building and
maintaining an organism, similar to the
way in which letters of the alphabet
appear in a certain order to form words
and sentences.
 DNA bases pair with each other, A with T
and C with G, to form units called base
pairs. Each base is also attached to a
sugar molecule and a phosphate
molecule. Together, a base, sugar, and
72
phosphate are called a nucleotide.
Nucleotides are arranged in two long
strands that form a spiral called a double
helix. The structure of the double helix is
somewhat like a ladder, with the base
pairs forming the ladder’s rungs and the
sugar and phosphate molecules forming
the vertical sidepieces of the ladder.
 An important property of DNA is that it
can replicate, or make copies of itself.
Each strand of DNA in the double helix
can serve as a pattern for duplicating the
sequence of bases. This is critical when
cells divide because each new cell needs
to have an exact copy of the DNA present
in the old cell.
 DNA contains the genetic code while
RNA is responsible for template in the
synthesis of proteins
 DNA is a long term storage and
transmission of genetic information.
While the RNA transfer the genetic code
for transmission.
 In terms of pairing in DNA: A-T and G-C
while in RNA A-U and G-C.
For nos 1-5, choose the letter of the correct

answer.
1.The following are the compositions of protein,

EXCEPT
EVALUATE
A. oxygen
B. carbon
C. nitrogen
D. lithium
2.It_is the building block of protein.
A. amino acid
B. panthotenic acid
C. acetic acid
D. valic acid
73
3.How many amino acids are found in the
human protein?
A. 30
B. 20
C. 40
D. 10
4.Adults need to obtain these essential amino
acids, EXCEPT
A. histidine
B. phenylalanine
C. valine
D. lysine
5. Why is protein important to our body?
A. It kills our cells.

B. It weakens our immune system.
C. It grows and repairs our muscles, skin
and hair.
D. It weakens our lungs.
For nos. 6-10, give examples of food that are
rich in protein.
(Possible answers: nuts and seeds, yugort,

milk, soymilk, egg whites, beans of all kinds,
tofu, pork loin, lean beaf & veal, cheese, Fish,
Turkey breast (and chicken breast)
Prepare a short poem Make a plate

about the importance of illustration showing
EXTEND proteins. the different sources
of protein.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80% on
the formative
assessment .
B. No. of learners
who require additional
74
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
it work?
did I encounter which
my principal or
supervisor can help
me solve?
G. What innovation
or localized material/s
did I use/discover
which I wish to share
with other teachers?
75
Attachment
AMINO ACID STRUCTURE
Objective: Describe the amino acid structrure.
1. Describe the two functional groups of amino acids.

______________________________________________________
______________________________________________________
______________________________-
______________________________
2. How is peptide formed?

______________________________________________________
______________________________________________________
______________________________________________________
______
3. How does condensation reaction take place?

______________________________________________________
______________________________________________________
______________________________________________________
______
76
77
78
79
80
Direction: Analyze each question carefully then choose the letter of the
correct answer.
1. Nutritional chemists have found that burning 1 gram of fat releases twice
the amount of heat energy as burning 1 gram of starch. Based on this
information, which type of biomolecule would cause a person to gain more
weight?
a. carbohydrate c. proteins
b. fat d. nucleic acid
2. Lipids are insoluble in water because lipid molecules are ?

a. hydrophilic
b. neutral
c. hydrophobic
d. Zwitter ions
3. Which of the following groups are all classified as polysaccharide?

a. sucrose, glucose and fructose c. glycogen, sucrose and maltose
b. maltose, lactose and fructose d. glycogen, cellulose and starch
4. Amino acids are the building blocks of which group of biomolecules?

a. proteins b. carbohydrates c. lipids d. nucleic acid
5. Which of the following is the major function of carbohydrates?

1. structural framework
2. storage
3. energy production
a. 1 only b. 2 only c. 3 only d. 1 & 3 only
6. In which organs are glycogen stored in the body?

A. liver and spleen C. liver and bile
B. liver and muscle D. liver and adipose tissue
7. When digesting a complex carbohydrate, water is added and simple

sugar is obtained through which process?
a. Photosynthesis c. Hydrolysis
b. Condensation d. Dehydration
8. What kind of molecule is represented by the structure below?

CH3CH2CH2CH2CH=CHCH2CH2CH2CH2CH2CH2CH2CH2COOH
a. monosaccharide c. saturated fatty acid
b. unsaturated fatty acid d. phospholipid
9. Disaccharide is formed by combining two monosaccharides. What do you
81
call the process of combining 2 or more simple sugars?
a. Hydrolysis c. Condensation
b. Peptide bonding d. Saccharide bonding
10. Which of the following elements is NOT present in carbohydrates?

a. carbon b. oxygen c. nitrogen d. hydrogen
11. Which of the following biomolecules contain only the elements carbon,
hydrogen and oxygen?
a. carbohydrates and lipids c. proteins and nucleic acids
b. lipids and proteins d.nucleic acids and carbohydrates
12. Which of the following sugars are the components of lactose?

a. glucose & galactose c. glucose & fructose
b. fructose and galactose d. glucose and glucose
13. What type of chemical bond is illustrated by the arrows below?

a. sugar-sugar bond c. peptide bond
b. glycerol- fatty acid bond d. hydrogen bond
14. Which of the following sugars are the components of maltose?

a. glucose & galactose c. glucose & fructose
b. fructose and galactose d. glucose and glucose
15. The sugar in RNA is _____________, the sugar in DNA is ________.

a. deoxyribose, ribose
b. ribose, deoxyribose
c. ribose, phosphate
d. ribose, uracil
82
PRE- ASSESSMENT
1-5. MULTIPLE CHOICE: Choose the correct answer

1. During a chemical reaction,
a. atoms are destroyed c. elements are destroyed
b. atoms are rearranged d. new elements are produced
2. A chemical reaction is a process in which

a. all reactants change state
b. products change into reactants
c. the law of conservation of mass applies
d. all of these
3. What determines an atom’s ability to undergo chemical reactions?

a. protons c. innermost electrons
b. neutrons d. outermost electrons
4. How is a chemical equation is balanced?

a. changing subscripts
b. erasing elements as necessary
c. adding coefficients
d. adding elements as necessary
5. What are the products in the equation below?

Zn + CuSO4 -----> ZnSO4 + Cu
a. Zn and Cu c. ZnSO4 and Cu
b. Zn and CuSO4 d. Zn only
For Nos. 6-10 Write true if the statement is correct and false if
incorrect, and change the underlined word/s to make the statement
correct.
6. Generally, the higher the concentration of the reacting substances, the
faster is the reaction.
7. At lower temperature, chemical reactions occur at slower rates.
8. The bigger the surface area of the reactants, the faster the rate of
reaction.
9. Catalysts increase the rate of reaction by providing a reaction pathway
with a higher activation energy.
10. The minimum energy required to start a reaction is called bond
energy.
For Nos. 11 - 12 Balance the following chemical equations, then classify

the reaction according to its type
83
For Nos. 13-15 Explain in concise and brief sentences.
13. What is the function of MnO2 in the production of oxygen from

hydrogen peroxide in this reaction:
H2O2 H2O + O2
MnO2
14. Why would iron fillings rust faster than an iron nail?
15. Enzymes are in molds and bacteria that spoil food. Explain, using your
knowledge of factors affecting the rate of reaction, why food doesn’t
spoil as fast when it is refrigerated as it would at room temperature.
84
I. OBJECTIVES
A. Content the chemical reactions associated with biological
Standard and industrial processes affecting life and the
environment.
Using any form of media, present chemical
B. Performance
reactions involved in biological and industrial
Standard
processes affecting life and the environment.
C. Learning Apply the principles of conservation of mass to
Competency chemical reactions. S10MT– IVe-g-23
Identify evidences of chemical reactions
D. Objectives
Evidences of Chemical Reactions: Change in

II. CONTENT intrinsic properties (color and odor) and
production of light
III. LEARNING
RESOURCES
283 - 286
( pages)
2. Learner’s Material 403-407
CHEMISTRY for the New Millennium Science
3. Textbook Pages and Technology Textbook for Third Year High
School, Pages 184-187.
from Learning
Resource portal
(LR)
5. Other Learning
Resources
IV. PROCEDURES
Let the learners recall their previous learnings in
grade 9 about chemical bonding by asking the
following questions:
1. How do atoms become stable?
ELICIT Substances must undergo chemical
bonding so that atoms can become
stable.
2. How does the new compound got new set
of physical and chemical properties?
85
Chemical bonding results to breaking
of old bonds and forming of new
bonds, thus producing new
substances. Formation of new
substances means chemical reaction
is taking place.
Show pictures of the following:

A.
Photo credits: IDA T. IBARRIENTOS, 8-26-2019

B.

C.
ENGAGE
D.

Ask the following questions:
1. What do the pictures show?
What kind of change takes place in each
picture?
The learners are grouped into five. They will
perform the Activity 1. Everything has
changed.
EXPLORE A. Iron Nail-Copper Sulfate Reaction
B. Magnesium Ribbon Reaction
(Refer to the attached Activity Sheet)
86
EXPLAIN Presentation of output.
Tell the learners that when a physical change

occurs, there is no breaking and forming of
bonds. There are certain things that will help
them identify if a chemical reaction has taken
place. Chemical bonding results to breaking of
old bonds and forming of new bonds, thus
producing new substances. Formation of new
substances means chemical reaction is taking
place.
Let the learners identify the evidence/s in part
A and B.
A. Change in intrinsic properties (color, odor)
B. Production of Light
ELABORATE
Show the picture
What evidence of chemical change takes place

in the picture? Change in the intrinsic
properties (color, odor)
A. Distinguish the evidence of chemical

change observed in the following
reactions:
1. A fresh green leaf becomes brown when
dried.
(change in intrinsic properties, change in
color)
2. Burning of wood.
EVALUATE
(production of light)
3. Lighting of candle
4. A tablespoon of sugar when heated melts,
darkens, and finally burns.
(change in intrinsic properties, change
in color and taste)
5. A piece of paper is burned
87
Let learners identify significant examples of
EXTEND chemical reactions that falls on change in intrinsic
properties and production of light.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative assessment
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 it work?
encounter which my
can help me solve?
88
Attachment
Activity 1
Everything has changed
Objectives:
 Perform a laboratory activity involving chemical reactions;
 Distinguish evidences of chemical reactions.
Materials
 Magnesium ribbon (Mg)

 Iron nail (Fe)
 10% Copper sulfate (CuSO4) solution
 Denatured alcohol
 Matches
 Alcohol Lamp
 Crucible tong
 Beakers or small transparent bottles
 Test tubes
 Test tube rack
 Thermometer
 Forceps or crucible tong
1. Wear goggles.
Precautions 2. Be careful with the use of matches.
3. Do not touch substances, it may cause skin
irritation.
89
Procedure A. Iron Nail-Copper Sulfate Reaction
1. Fill a test tube with 10 mL of copper sulfate solution.

2. Drop the nail gently into the solution.
3. Place the test tube in the test tube rack for a few minutes.
(You may proceed to the next procedure while waiting for any change.)
Table 1. Iron Nail-Copper Sulfate Reaction

Materials Color before Mixing Color After Mixing
Copper solution
Nail
Q1. What happened to the color of the copper sulfate solution?

Q2. What happened to the color of the nail?
Procedure B. Magnesium Ribbon Reaction
1. Cut about 10 cm of magnesium ribbon.

2. Light the alcohol lamp.
3. Hold the magnesium ribbon with a crucible tong or forceps.
4. Place the magnesium ribbon over the flame.
Q3. What happened to the magnesium ribbon when you directly burned it?
Q4. What substances in the air could have reacted with magnesium during burning?
Q5. Describe the appearance of the product formed.
Table 2. Magnesium Ribbon Reaction

Materials Before Burning During Burning
Color Appearance Color Appearance
Magnesium
90
I. OBJECTIVES
the chemical reactions associated with
1. Content Standard
biological and industrial processes affecting
life and the environment.
B. Performance
Standard
Apply the principles of conservation of mass to
C. Learning
chemical reactions.
Competency
S10MT– IVe-g-23
1. Perform Activity 1 Everything has
changed.
D. Objectives
2. Distinguish evidences of chemical
reactions.
Evidences of Chemical Reactions:
II. CONTENT
Evolution of gas and Temperature Change
III. LEARNING
RESOURCES
283– 286
( pages)

4. Additional
Materials from
Learning Resource
portal (LR)
5. Other Learning
Resources
IV. PROCEDURES
Based from the previous lesson, what are
ELICIT the evidences of chemical reactions that we
tackle last meeting?
Ask the learners an example/s of chemical
ENGAGE reactions that falls on change in intrinsic
properties and production of light.
91
The learners are grouped into five. They
will perform the Activity 1. Everything has
changed.
A. Hydrogen Peroxide (Agua Oxigenada)
EXPLORE Reaction
B. Vinegar and Baking Soda Reaction
Point out to the learners the following:

1. The combination of Hydrogen peroxide
and a pinch of manganese dioxide
(MnO2) produces a bubbles. The
bubbles are indication of evolution of
gas. It indicates that the gas evolved is
O2
2. The manganese dioxide did not
ELABORATE
chemically combine with agua
oxigenada, that’s why it is still
distinguishable. It acted as a catalyst to
hastened the reaction. The mixture of
agua oxigenada and manganese
dioxide produced bubbles. The gas that
evolved is carbon dioxide.
Distinguish the evidence of chemical

reactions:
1. When sulfuric acid is added into water,

the temperature rises.
(temperature change)
2. Reaction of a piece of mossy Zinc in a
concentrated hydrochloric acid
EVALUATE (evolution of gas)
3. Reaction between Magnesium and
Sulfuric acid.
4. A small strip of magnesium ribbon
dropped in attest tube containing
hydrochloric acid
(evolution of gas)
5. When antacid/aspirin is dropped into a
glass of water, bubbles are formed.
(evolution of gas)
92
Let learners identify chemical reactions that
EXTEND may bring benefit or harm to life as well as to
environment.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
C. Did the remedial
learners who have caught
up with the lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
93
Attachment
Activity 1
Objectives:
Materials
 30 volumes Agua oxigenada Hydrogen Peroxide (H2O2)

 Manganese dioxide (MnO2)
 10% sodium hydroxide (NaOH) solution
 Vinegar
 Baking Soda
 Beakers or small transparent bottles
 Test tubes
1. Wear goggles.
3. Do not touch substances, it may cause skin
irritation.
Procedure C. Hydrogen Peroxide (Agua Oxigenada) Reaction
This procedure should be done fast.
1. Pour 20 mL of agua oxigenada in a small beaker.

2. Using a spatula add a pinch of manganese dioxide
(MnO2) to the beaker.
Q6. What happened to the mixture?
3. Place a lighted match on top of the beaker near
the bubbles (Figure 1).
4. Observe what happens to the flame.
Q7. Describe the change you observe in the flame.
Table 3. Hydrogen Peroxide (Agua Oxigenada) Reaction

Material Before Reaction With addition of MnO2
Agua oxigenada
Procedure D. Vinegar and Baking Soda Reaction
94
This procedure should be done swiftly
1. Pour 20 mL of vinegar in a small beaker.

2. Get the temperature of vinegar.
3. Add a tablespoon of baking soda to the beaker.
Q8. What do you observe in the mixture?
1. Place a lighted match on top of the beaker near
the bubbles. (Figure 2)
2. Observe what happens to the flame.
Q9. Describe what you observe in the flame.
Table 4. Vinegar and Baking Soda Reaction

OBSERVATION
Material Before Reaction During Reaction
Vinegar
Baking Soda
95
I. OBJECTIVES
the chemical reactions associated with
A. Content Standard
biological and industrial processes affecting
life and the environment.
B. Performance
Standard
C. Learning
chemical reactions.
Competency
S10MT– IVe-g-23
1. Distinguish evidences of chemical
D. Objectives
reactions.
Evidences of Chemical Reactions:
II. CONTENT
Formation of Precipitate
III. LEARNING
RESOURCES
284– 286
( pages)

from Learning
Resource portal (LR)
5. Other Learning
Resources
IV. PROCEDURES
Based from the previous lesson, what are the
ELICIT evidences of chemical reactions that we tackle
last meeting?
Ask the learners an example/s of chemical

ENGAGE reactions that falls on evolution of gas and
temperature change.
The learners are grouped into five. They

EXPLORE will perform the
Activity 1. Everything has changed.
96
Copper Sulfate –Sodium Hydroxide
Reaction
Activity2. “What’s in a Reaction?”

EXPLAIN Presentation of the output.
Point out to the learners that the

combination of copper sulfate (light blue
solution) and sodium hydroxide (colorless
solution) gives a colorless liquid solution with
blue solid precipitate.
Change in color and formation of
precipitates are evidences of a chemical
reaction.
The following are evidences that chemical
reactions took place:
1. Production of light
2. Evolution of gas
3. Temperature change
4. Change in intrinsic change in color and
taste
5. Formation of precipitate
• Reactants are substances that are used

up to form new substances in a chemical
reaction.
ELABORATE • Not all elements are written as diatomic.
Familiarize them with some diatomic
elements (Cl2, H2, O2, Br2, I2, F2).
• To write the chemical equation they
should know the:
a. Reactants and products
Symbol Meaning
+ to show combination of
reactants or products.
to produce; to form; to yield
(s)- solid, (I)- liquid, (g)- gas
(s), (l), (g), (aq) and (aq) aqueous substance
is dissolved in water
Reversible reaction
Heat indicates the heat is supplied

to the reaction
Pt a formula written above or

below the yield sign indicates
its uses as a catalyst or
solvent.
97
b. Atomic symbols and formulas of the
reactants and products.
c. Direction of the reaction.
Note: Inform the learner to leave the equation

unbalanced. It will be discussed for the next
activity.
A. Distinguish the evidence of chemical
reactions:
1. Souring of milk
(formation of precipitate)
2. Browning of a leaf
(change in color)
3. When antacid/aspirin is dropped
into a glass of water, bubbles are
formed.
(evolution of gas)
4. Coconut milk curds when vinegar is
added.
(formation of precipitate)
5. When sulfuric acid is added into
water, the temperature rises.
EVALUATE
B. Given the statements, write the
chemical equation and identify the
Reactants and Products.
1. Aluminum (Al) reacts oxygen (O2)
to form Aluminum oxide (Al2O3).
Answer: Al + O2 Al2O3
2. Iron (Fe) reacts with sodium
bromide (NaBr) produce Iron (III)
bromide (FeBr3) and Sodium (Na).
Answer: Fe + NaBr FeBr3 + Na
3. The reaction of sulfuric acid
(H2SO4) and sodium hydroxide to
produce sodium sulfate (NaSO4)
and water.
Answer: H2SO4 + NaOH
NaSO4 + H2O
Let learners give examples of ordinary

EXTEND
chemical changes in your home.
V. REMARKS
VI. REFLECTION
VII. OTHERS
98
earned 80% on the
formative
assessment
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
strategies worked
well? Why did it
work?
encounter which my
principal or
supervisor can help
me solve?
99
Attachment
Activity 1
Objectives:
Materials
 10% Copper Sulfate (CuSO4) solution
 10% Sodium hydroxide (Na OH)
 Test tubes
 Test tube rack
1. Wear goggles.
3. Do not touch substances, it may
cause skin irritation.
Procedure E. Copper Sulfate-Sodium Hydroxide Reaction
1. Pour 5 mL of aqueous copper solution in one test tube.

2. Pour 5 mL of aqueous sodium hydroxide in another test tube.
3. Slowly combine the two solutions.
4. Observe what happens.
Q10. What did you observe at the bottom of the test tube?
5. Shake the mixture.

6. Observe what happens.
Q11. Compare the appearance before and after shaking.
Table 5. Copper Sulfate-Sodium Hydroxide Reaction

APPEARANCE
After Reaction (Copper
Materials Before Reaction Sulfate + Sodium
Hydroxide)
Copper Sulfate Solution
Hydroxide solution
Attachment
100
ACTIVITY 2
What’s in a Reaction
Objectives:
 Distinguish between reactants and products.
 Write a chemical equation from a chemical reaction.
A. REACTANTS AND PRODUCTS

Directions: The following chemical reactions took place in Activity 1
procedure A to E.
1. Iron reacts with copper sulfate (CuSO4) and forms iron (II) sulfate
(FeSO4) and copper.
2. Magnesium combines with oxygen gas (O2) to produce magnesium
oxide.
3. Hydrogen peroxide (H2O2) in the presence of manganese dioxide
(MnO2) produces water and oxygen gas.
4. Acetic acid (CH3COOH) and sodium bicarbonate (NaHCO3) produce
sodium acetate with the release of carbon dioxide (CO2) gas and water.
5. Copper sulfate (CuSO4) reacts with sodium hydroxide (NaOH) to
produce insoluble copper (II) hydroxide Cu(OH)2 and sodium sulfate
(Na2SO4)solution.
Table 1
REACTANTS AND PRODUCTS
Reaction Reactants Products
Symbols and their Meanings
Symbol Meaning
+ to show combination of reactants
or products.
101
to produce; to form; to yield
(s)- solid, (I)- liquid, (g)- gas and
(s), (l), (g), (aq) (aq) aqueous substance is
dissolved in water
Reversible reaction
Heat indicates the heat is supplied to the

reaction
a formula written above or below
Pt the yield sign indicates its uses as
a catalyst or solvent.
B. SYMBOLS USED IN CHEMICAL REACTION

Using the symbols and formulas in the table 1, write the chemical reaction using
the symbols to complete chemical equation.
Table 2:
CHEMICAL EQUATION
Reaction Chemical Equation
1
2
3
4
5
102
Answer table 1
Table 1
REACTANTS AND PRODUCTS
Reaction Reactants Products

1 Iron, Copper sulfate Iron (II) sulfate,
Copper
Fe, CuSO4 FeSO4, Cu
2 Magnesium, Oxygen Magnesium oxide
Mg, O2 MgO
3 Hydrogen peroxide Water, Oxygen
H2O2 H2O, O2
4 Acetic acid, Sodium Sodium acetate,
bicarbonate Carbon dioxide,
Water
HC2H3O2, NaHCO3 NaC2H3O2, CO2, H2O
5 Copper sulfate, Sodium Copper (II) hydroxide,
hydroxide Sodium sulfate
CuSO4 , NaOH Cu(OH)2 , Na2SO4
Answer table 2
Table 2
CHEMICAL REACTIONS
Reaction Chemical Equation
1 Fe + CuSO4 FeSO4 + Cu
2 Mg + O2 MgO
3 H2O2 H2O + O2
4 CH3COOH + NaHCO3 CH3COONa
5 CUSO4 + NaOH Cu (OH)2 + Na2SO4
103
I. OBJECTIVES
Understand the chemical reactions associated
A. Content Standard with biological and industrial processes
affecting life and the environment.
B. Performance
Standard
C. Learning
chemical reactions.
Competency
S10MT– IVe-g-23
1. Classify reactions according to different
D. Objectives
types.
I. CONTENT Combination and Decomposition
II. LEARNING
RESOURCES
288 - 292
( pages)
CHEMISTRY for Third Year by Estrella E.

3. Textbook Pages Mendoza and Teresita F. Religioso Pages
130-136.
from Learning
Resource portal
(LR)
Strategic Intervention Materials (React to Me)
B. Other Learning
By: Judy C. Salcedo, Teacher II, RNTVS,
Resources
Iriga City
III. PROCEDURES
Group the learner into five. Distribute to each
group the following pictures and let them
interpret the pictures/drawings by writing the
answers on the blank below. Tell them that
the purpose of picture analysis is to symbolize
ELICIT the types of chemical reactions.
Picture 1 Picture 3
104
Picture 2 Picture 4
Possible answer:
Picture 1: cone + ice cream → ice cream in
cone
Picture 2: gift → box + ribbon
Picture 3: coat and tie + bow tie → coat and
bow tie + tie
Picture 4: green and blue + read and orange
→ green and orange + red and blue
From the given worded reaction:
1. Magnesium combines with oxygen gas to

produce magnesium oxide.
2. Hydrogen peroxide in the presence of

ENGAGE
manganese dioxide produces water and
oxygen gas.
Ask the learners which picture best illustrates

the reaction.
With the same groupings, the learners will

perform Activity 3: We Simply Click Together
on page 411
Guide Questions:
EXPLORE 1. What time of chemical reaction is
shown by 2nd chemical reaction?
2. What type of chemical reaction is
shown 3rd chemical reaction?
Presentation of output.
EXPLAIN
105
The learners will perform the activity called
“Pika – Pika”. The reactants are written on a
blue metacard while the products are written
on red metacards. They will predict the
resulting products given the reactants by
matching the metacards. With the aid of music
a ball will be passed continuously from one
student to another. When music stops, the
learner who holds the ball will picked and
matched the red and blue metacards showing
combination or decomposition reactions.
ELABORATE
Blue metacards Red metacards
Mg + O2 Mg + O
H2O2
H2O2 + O2
S + O2
SO2
SO2 + H2O
H2SO2
Predict the resulting products of the reactants

by writing the correct chemical formula on the
blank.
1. 2Na + Cl2 → 2 _____________
EVALUATE 2. N2 (g) + 3H2 (g) → 2 _____________
3. 2Fe + O2 → 2 _____________
4. 2H2O → 2 ______ + _____
5. 2Al2O3 → 4 ______ + 3 ___
Cite situations where combination and

EXTEND
decomposition is involved.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
C. Did the remedial
up with the lesson.
106
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
107
I. OBJECTIVES
Understand the chemical reactions associated
A. Content Standard with biological and industrial processes
affecting life and the environment.
B. Performance
Standard
C. Learning
chemical reactions.
Competency
S10MT– IVe-g-23
1. Classify reactions according to different
D. Objectives
types
Single Displacement , Double
II. CONTENT Displacement , Combustion and Acid-Base
Reaction
III. LEARNING
RESOURCES
288 - 292
( pages)
CHEMISTRY for Third Year by Estrella E.

3. Textbook Pages Mendoza and Teresita F. Religioso Pages
130-136.
from Learning
Resource portal (LR)
Strategic Intervention Materials (React to Me)

6. Other Learning
By: Judy C. Salcedo, Teacher II, RNTVS,
Resources
Iriga City
IV. PROCEDURES
Ask the learners to recall their learnings on

Combination and Decomposition Reaction.
ELICIT
Let them illustrate the general formula of the
reaction.
Show the following pictures on the board.

ENGAGE
Picture 1 Picture 2
108
Ask the learners to symbolize it in their own.
Then the teacher will post on the board a
worded chemical reaction. The learner will
identify which picture illustrates the reaction.
The teacher will post metacards on the board

containing the chemical equation. The
learners will guess which of those equations
are examples of Combustion and Acid-base
Reaction.
CH4 + O2 → CO2 + 2H2O
NH4OH + HBr →H2O + NH4Br
A. Group the class into five. The learners

will perform Activity 3 – We Simply Click
Together: Single Displacement and
Double Displacement form the
Learners Material on page 411.
Guide Questions:
1. In the 1st chemical reaction, what
changes did copper and iron undergo
during the reaction? What can you
conclude about iron?
Answer: Copper was replaced by iron
EXPLORE 2. In the 4th chemical reactions, how many
reactants and products are involved?
What kind of substance are they?
Answer: 2 reactants and 2 products
were involved, they were compounds.
3. What type of chemical reaction is shown
by the 1st chemical reaction?
Answer: Single Displacement
4. What type of chemical reaction is shown
by the 4th chemical reaction?
Answer: Double Displacement
109
B. Direction: From the given chemical
equation, identify whether it is
Combustion reaction or Acid-base
reaction. Shade the circle RED for
Combustion reaction and BLUE for
Acid-Base reaction.
1. C18H18 + O2 → CO2 + H2O
2. H2SO4 + NaOH → NaSO4 + H2O
3. CH4 + O2 → CO2 + 2H2O
ELABORATE
A. Classify the following unbalanced

equations according to the types of
chemical reactions whether Single
Displacement or Double Displacement.
Write the answer on the blank provided.
1. Fe + NaBr → FeBr3 + Na
EVALUATE
2. NaOH + KNO3 → NaNO3 +KOH
3. CaSO4 + Mg (OH)2 → Ca(OH)2 +
MgSO4
4. Cl2 + 2NaI → 2NaCl + I2
5. Zn + 2AgNO3 → Zn (NO3) + 2Ag
B. Classify the following unbalanced

equations if it is Combustion Reaction or
110
Acid-base Reaction. Write A for
Combustion Reaction and B for Acid-Base
Reaction.
_____1. NH4OH + HBr →H2O + NH4Br
_____2. CH4 + O2 → CO2 + 2H2O
_____3. H2SO4 + NaOH → NaSO4 + H2O
EXTEND Cite situations where single displacement and

double displacement is involved.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
C. Did the remedial
up with the lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
111
I. OBJECTIVES
Demonstrate understanding of chemical reactions
A. Content associated with biological and industrial
Standard processes affecting life and the environment.
Using any form of media, present the effects of

B. Performance
chemical reactions on biological and industrial
Standard
1. Apply the principles of conservation of mass to
C. Learning
chemical reactions.
Competencies
S10MT-IVe-g-23
1. Perform an activity that illustrates Law of
Conservation of Mass.
D. Objectives
2. Apply the principles of conservation of mass
to chemical reactions.
II. CONTENT PART 1: LAW OF CONSERVATION OF MASS
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages Chemistry III Textbook. Mapa, Amelia P., Ph.D.,
et al. 2001. pp. 142-144.
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE A B
Ask: What do you think will happen to the mass of

the 10 grams of paper after it is burned? Let the
ELICIT learners predict and justify their predictions.
Possible Answer: the mass will still be the
same
Post this question on the board: Is mass

conserved in a chemical reaction? Write some of
the learners’ responses on the board.
ENGAGE
Possible answer: Yes, Mass is conserved in a
chemical reaction
112
Group the learners into Group the learners
five. into five.
Perform Activity 4: How Perform Activity 4:
much can you take? How much can you
(pages 414-415) take? (pages 414-415)
Guide Questions: Guide Questions:

report the results of the report the results of
experiment/activity. experiment/activity.
Ask: What is the Ask: What did you
evidence that a chemical observe? What
change happened? happened to the
materials?
Possible answers:
There was a change in Possible answers:
temperature. There was a change in
temperature.
Smoke/gas was
produced. Smoke/gas was
produced.
Change in the
appearance of the steel Change in the
EXPLORE
wool. appearance of the
steel wool.
How will you compare The materials reacted

the total mass before with each other.
and after the reaction?
Are those changes
Possible answer: The indication of chemical
mass before and after change? Why?
the reaction are equal.
The mass was Possible answer:
conserved in the Yes. The changes are
reaction. evidences of chemical
change.
Present and explain the What is the evidence

Law of Conservation of that a chemical
Mass. change happened?
Possible answer: Law of Possible answer:

Conservation of Mass The evidences are:
states that mass is evolution of gas,
conserved in a chemical temperature change
reaction. The total mass and change in intrinsic
of the reactants is equal properties.
113
to the mass of the
products. No new atoms What is the mass of
are created or destroyed, the materials before
there was only grouping the reaction?
or regrouping
(rearrangement) of Answers may vary.
atoms.
What is the mass of
the materials after the
reaction?
Answers may vary.
How will you compare

the total mass before
and after the reaction?
Is mass conserved in
a chemical reaction?
Possible answer: The

mass before and after
the reaction are equal.
The mass was
conserved in the
reaction.
Let the learners

present and explain
the Law of
Conservation of Mass
Possible answer: Law

of Conservation of
Mass states that mass
is conserved in a
chemical reaction.
The total mass of the
reactants is equal
to the mass of the
products. No new
atoms are created or
destroyed, there was
only grouping or
regrouping
(rearrangement) of
atoms.

EXPLAIN
Present examples similar to the activity
ELABORATE
conducted.
114
Sample answers:
1. when wood burns it combines with oxygen
and changes not only to ashes, but also to
carbon dioxide and water.
2. lighting a candle
3. cooking
4. decaying leaves
Ask the learners to describe the changes in the

matter.
TRUE or FALSE. Raise TRUE or FALSE.
a happy face response Raise a happy face
board if the statement is response board if the
true and a sad face statement is true and
response board if the a sad face response
statement is incorrect. board if the statement
Justify/explain your is incorrect.
answer.
1. The mass before
1. The mass before and and after the reaction
after the reaction are are equal. TRUE
equal. TRUE 2. The mass of the
2. The mass of the materials after
materials after reaction is reaction is greater
greater than the mass than the mass before
before the reaction due the reaction due to the
to the presence of air. presence of air.
FALSE, because the FALSE
mass before and after 3. The mass of the
EVALUATE the reaction are equal, materials before the
if the experiment will chemical reaction is
be done in a closed less than the mass
system. after the reaction.
3. The mass of the FALSE
materials before the 4. New atoms are
chemical reaction is less created or destroyed
than the mass after the in a chemical reaction.
reaction. FALSE, , FALSE
because the mass 5. The Law of
before and after the Conservation of Mass
reaction are equal, if states that the total
the experiment will be mass of the reactants
done in a closed is equal to the total
system. mass of the products.
4. New atoms are TRUE
created or destroyed in a
chemical reaction.
FALSE, no new atoms
are created or
115
destroyed only the
arrangement of those
atoms are changed.
5. The Law of
states that the total mass
of the reactants is equal
to the total mass of the
products. TRUE
Present trivia/real life Play the game The
situations involving the Boat is Sinking but
conservation of mass. modify the game a
little. Request 20
Sample answers: students to be a part
1. Photosynthesis also of the game. Regroup
follows the Law of them into groups of 2
Conservation of Mass. for the first round,
Plants gain mass groups of 4 for the
(grow) because of the second round, groups
materials they have of 5 for the third round
used to perform and groups of 10 for
photosynthesis. the fourth round. In
2. Babies grow because this case no one will
of the milk, vitamins, be eliminated from the
food, water, oxygen 20 students. At the
that they take in. end of the fourth round
3. When ice cubes ask the students to
EXTEND melts and turns into a relate the game to the
liquid and if you heat discussion.
that liquid up, it Ask:
becomes a gas. It looks 1. What can you say
like it is disappeared, about the number
but it is still there. of students that
are part of the
game before and
after regrouping?
2. In our discussion,
the regrouping can
be compared to
what?
3. Ask the students
to recite the
concept/idea that
they have gained
from the game.
V. REMARKS
A. REFLECTION
116
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 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?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
117
Attachment
How much can you take?
Objectives:
 Perform an activity that illustrates Law of Conservation of Mass.
Part 1. Laboratory Activity on Law of Conservation of Mass
Materials:
 Steel wool  Beaker

 10% CuSO4 solution  Alcohol burner
 Test tube  Wire gauze
 Rubber/cork stopper  Tripod
 Test tube holder  Matches
Procedure:
1. Place a dry and clean test tube and a rubber/ cork stopper in a dry
and clean 100 mL-beaker.
2. Get the total mass of the dry and clean test tube and the stopper, and
the 100 mL-beaker. Record it in Table 10.
3. Place a small portion of steel wool in the test tube.
4. Add 10 mL CuSO4 solution.
5. Cover the mouth of the test tube with the rubber/ cork stopper .
6. Get the mass of the set-up using the same 100mL-beaker. Record
the mass in Table 10.
7. Heat the lower part of the test tube gently for 2 minutes while moving
it to and fro. Make sure that the rubber/ cork stopper covers the mouth
of the test tube and the test tube is held with a test tube holder in a
slanted position.
Q1: Describe the appearance of the steel wool.
Q2: What is the evidence that a chemical change happened?
8. Allow the test tube to cool completely in the 100-mL beaker.

9. Get the mass of the set-up again. Record your observation in Table
10.
118
Table 10. Law of Conservation of Mass
BEFORE HEATING Mass (g)

(a) Mass of the test tube, stopper,
and beaker
(b) Mass of the test tube, stopper,
and beaker and Mass of the Steel
wool + CuSO4 solution
(c) Mass of the Steel wool + Total Mass of Reactants:
CuSO4 solution [(b)+(a)]
AFTER HEATING
(d) Mass of the test tube, stopper,
and beaker and Mass of the Steel
wool + CuSO4
(e) Mass of the Steel wool +
CuSO4 solution [(d)-(a)]
Q3. Why is it important for the test tube to be sealed?
Q4. How will you compare the total mass before and after the reaction?
119
I.OBJECTIVES
The learners demonstrate an understanding of the
A. Content chemical reactions associated with biological and
Standard industrial processes affecting life and the
environment.
The learners shall be able to, using any form of
B. Performance media, present chemical reactions involved in
Standard biological and industrial processes affecting life
and the environment.
C. Learning Apply the principles of conservation of mass to
Competencie chemical reactions.
s S10MT-IVe-g-23
1. Perform an activity that illustrates the Law
D. Objectives
of Conservation of Mass
III. LEARNING
RESOURCES
C. References
1. Teacher’s 295-297
Guide pages
Materials pages
3. Textbook pages Chemistry III Textbook. Mapa, Amelia P., Ph.D.,
et al. 2001. pp. 142-144.
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other Learning
Resources
IV. PROCEDURE A B
Review of the previous lesson.
ELICIT Ask: What was the previous activity all about?
How did you compare the total mass of the

materials before and after the reaction?
The students will conduct The students will
the activity in groups. The conduct the activity in
ENGAGE class will form 6 groups. groups. The class will
Pre-Laboratory activity form 6 groups.
 Preparation of the
materials Pre-Laboratory
activity
120
 Setting the class  Preparation of
into groups. the materials
 Setting the
class into
groups.
 Explanation of
the
steps/procedur
e to follow.
The students will perform the activity, Paper-Clip
EXPLORE Reaction Model on pages 415-418 of Science
Learners’ Module
Questions:
1. What do the paper clips represent?
2. How do the paper-clip model demonstrate

the law of conservation of mass?

Key Concept:
ELABORATE  The total mass of the reactants is equal to
the total mass of the products because
mass is always conserved in a chemical
reaction as stated in the Law of
 Keep in mind that if equations are balanced
correctly, the mass of reactant paper clips
will be equal to the mass of the product
paper clips.
Short quiz
Direction: Write the corresponding coefficients in
the chemical equation to illustrate Law of
EVALUATE
1. How many H2 will you use?

2. How many set/s of O2 will you use?
Assignment:
1. Explain the following applications of Law of
EXTEND a. when wood burns
b. lighted candle in a closed room
c. gas grill for barbecue.
Reference: Science 10 Learner’s Module, p. 418
V. REMARKS
VI. REFLECTION
121
VII. OTHERS
I. No. of learners
who earned
80% on the
formative
assessment
J. No. of learners
who require
additional
activities for
remediation
K. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
L. No. of learners
who continue to
require
remediation
M. Which of my
teaching
strategies
worked well?
Why did it
work?
N. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
O. What innovation
or localized
material/s did I
use/ discover
which I wish to
share with other
teachers?
122
Attachment
Paper Clip Reaction Model

Objectives:
 Perform an activity that illustrates the Law of Conservation of Mass
Materials:
 1 box of different colored paper clips

 Periodic table
Procedure:
1. Sort out your paper clips according to color. Designate a color for each
element.
Element Color of paper clip
Hydrogen (H) White
Nitrogen (N) Blue
Oxygen (O) Red
2. By connecting paper clips together (follow the color coding in number

(1), make model representations for these molecules.
a. O2, H2, H2O Prepare at least 3 sets of each molecule.
b. N2, H2, NH3 Prepare at least 4 sets of each molecule.
3. You will be working on balancing 2 chemical equations.

a. H2 + O2 H2O
b. N2 + H2 NH3
4. Starting with the first equation:

a. Break up one set of O2 since H2O has only 1 oxygen.
b. Connect this single O atom to the one set of H2 you have prepared
to form 1 set of H2O.
c. Get another set of H2 and connect to the single O atom left to form a
new set of H2O.
Guide Questions:
123
a. How many set/s of H2 have you used?
b. How many sets of O2 have you used?
c. How many set/s of H2O have you created? These number of set/s
represent coefficient which is the whole number placed before the
formula of the reactants and products.
d. Write the corresponding coefficients in the chemical equation
Note: If there is only one set, we do not write 1 anymore.
5. Do the same with the second equation.
Note: You can use more than 2 sets.
e. How many set/s of N2 have you used?

f. How many set/s of H2 have you used?
g. How many set/s of NH3 have you created?
h. Write the corresponding coefficients in the chemical equation.
___N2 + ___H2 NH3
Note: If there is only one set,we do not write 1 anymore.
6. Get the molar mass of N2, H2, and NH3, multiply their masses by their
coefficient, then get the total mass of the reactants and compare to the
total molar mass (g/mol): H=1 O=16 N=14
i. Do the same with the second equation
j. How will you compare the total mass of the reactants and the total
mass of the products?
124
I.OBJECTIVES
the chemical reactions associated with biological
A. Content Standard
and industrial processes affecting life and the
environment.
C. Learning
chemical reactions.
Competencies
S10MT-IVe-g-23
1. State the Law of Conservation of Mass
D. Objectives 2. Give examples showing the Law of
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s 418
Materials pages
3. Textbook pages Science and Technology Textbook, pages 75-76
Note: name of the book
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other Learning https://betterlesson.com/lesson/603857/what-is-
Resources conservation-of-matter
https://courses.lumenlearning.com/introchem/chapte
r/the-law-of-conservation-of-mass/
Video: https://www.youtube.com/chemtoddler
https://www.youtube.com/fuseschool
IV. PROCEDURE A B
125
A B
Photo credits: Leni O. Bañaria- 8/24/19
ELICIT
Ask: In what states of matter are the objects in
the pictures? What is common between the
objects in the two pictures?
Answer:
1. Picture A: liquid
Picture B: solid
2. The two pictures are examples
of matter.
Short video will be viewed.
Assuming the scientist in the video started out

with approximately 1 million atoms in the
experiment, about how many atoms do you think
there were in the end? Explain why you think
ENGAGE so?
Link: https://www.youtube.com/chemtoddler
ACTIVITY ACTIVITY
Group Quiz: Modified Group Quiz: In an
TRUE or FALSE. In an illustration board, the
illustration board, the learners will write
learners will write TRUE if TRUE if the
the statement is correct statement is correct
and FALSE if it’s incorrect and FALSE if it’s
and change the word/s to incorrect. The
make the statement students will also
correct. The students will briefly explain their
also briefly explain their answers.
answers. 1. The law of
EXPLORE 1. The law of conservation of
conservation of mass mass states that
states that mass in mass in an
an isolated system. isolated system.
(TRUE) (TRUE)
2. According to the law 2. According to the
of conservation of law of
mass, the mass of conservation of
126
the products in a mass, the mass
chemical reaction of the products
must not equal the in a chemical
mass of the reaction must
reactants. (FALSE) not equal the
3. Law of conservation mass of the
of mass states that reactants.
matter cannot be (FALSE)
created or destroyed; 3. Law of
it is merely conservation of
rearranged. (TRUE) mass states that
matter cannot
be created or
destroyed; it is
merely
rearranged.
(TRUE)
Key Concepts:
 The law of conservation of mass states
that mass in an isolated system is neither
created nor destroyed by chemical
reactions or physical transformations.
 Law of conservation of mass states that
mass cannot be created or destroyed; it
ELABORATE is merely rearranged.
 According to the law of conservation, the
mass of the products in a chemical
reaction must equal the mass of the
reactants.
Short Quiz: TRUE or

Short Quiz: TRUE or
FALSE. Write TRUE
FALSE. Write TRUE if
if the statement is
the statement is correct
correct and FALSE if
and FALSE if it is
it is incorrect.
incorrect.
3. In chemical
1. In chemical
reactions, no
reactions, no matter
matter is gained
is gained or lost.
or lost. (TRUE)
(TRUE)
4. Law of
2. Law of conservation
conservation of
of mass states that
EVALUATE mass states that
the mass of the
the mass of the
products in a
products in a
chemical reaction
chemical
must equal the mass
reaction must
127
of the reactants. equal the mass
(TRUE) of the reactants.
3. During chemical (TRUE)
change, there is no 5. During chemical
loss or gain of change, there is
atoms. (TRUE) no loss or gain
4. Mass is the measure of atoms.
of the amount of (TRUE)
matter in an object. 6. Mass is the
(TRUE) measure of the
5. When sugar crystals amount of
dissolve in water, matter in an
new atoms are object. (TRUE)
formed. (FALSE) 7. When sugar
crystals dissolve
in water, new
atoms are
formed.
(FALSE)
The law of conservation of mass can be
demonstrated by a chemical reaction. Which of
the following models of a chemical reaction best
represents the law of conservation of mass?
EXTEND
V. REMARKS
VI. REFLECTION
VII. OTHERS
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
128
up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did it
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/ discover
which I wish to
share with other
teachers?
129
CHOOL GRADE LEVEL 10
I. OBJECTIVES
Demonstrate understanding an understanding of
the chemical reactions associated with biological
A. Content Standard
and industrial processes affecting life and the
environment.
B. Performance
Standard
Explain how the factors affecting rates of chemical

reactions are applied in food preservation and
C. Learning
materials production, control of fire, pollution, and
Competencies
corrosion.
S10MTIVh-j-24
1. State and explain collision theory

2. Identify situations for an effective
D. Objectives
collision to occur
II. CONTENT COLLISION THEORY

III. LEARNING
RESOURCES
A. References
Guide pages
Material pages
3. Textbook pages Chemistry III Textbook. Mapa, Amelia P., Ph.D., et
al. 2001. pp. 202-210
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources Picture/illustration of the molecular representation
of collision theory.
IV. PROCEDURE A B
Ask: What will happen to the cars after collision?

ELICIT
130
Possible answers: The cars will be damaged,
the passengers/drivers will be injured, some
parts will be detached.
Ask: What will happen to the two balls after

collision?
Possible answers: The balls will stick after

collision or the balls will move away from each
other.
Ask: What do you usually observe when two

objects collide?
ENGAGE
Answers may vary.
Some objects get damaged/deformed, some
objects move away from each other, while
some objects stick together after collision.
Group the learners into six.

EXPLORE
131
Activity A: Ask them to analyze the molecular
representation of collision theory.
Guide questions:
1. What causes a chemical reaction?
2. What must happen for a chemical reaction
to take place?
3. Describe fruitful/ effective collision resulting
to formation of products.
Possible answers:
1. The activation energy possessed by
reacting particles causes a chemical
reaction.
2. There must be an effective collision of
particles for a chemical reaction to take
place.
3. Reactants should have sufficient energy,
and their molecules should be in proper
orientation for a successful collision to
happen.
Activity B: Coffee Break!
Procedure:
1. Prepare two cups of coffee containing same
amount of water(hot water for cup A, cold
water for cup B), coffee, sugar and milk.
2. Stir the content of the first cup. Do not stir the
contents of the second cup.
3. Taste the mixture in each cup.
Guide Questions:
1. Which taste is better? Why?
Possible answer: stirred hot mixture
2. Does temperature affect the taste of the
mixture? Why?
Possible answer: yes, the ingredients
are dissolved properly
3. Does stirring affect the taste of the mixture?
Why?
132
Possible answer: yes, the ingredients
are evenly distributed
Key concepts:
In 1888 Svante Arrhenius suggested that particles
must possess a certain minimum amount of kinetic
energy in order to react. The energy of the
reactants must be raised up over an energy
barrier.
Activation energy is the energy required to initiate

a reaction and force the reactants to form an
ELABORATE activated complex.
Relate the following examples to the discussion:
1. Some chemicals/medicines are kept in

colored bottles because some chemicals and
medicines decompose in the presence of
light.
2. There are no smoking signs on gasoline
station because petrol vapors are
combustible.
3. Most fresh foods must be stored in the
refrigerator to delay their deterioration and
decomposition.
Short Quiz: Modified TRUE or FALSE. Write TRUE

if the statement is correct. If it is incorrect, REVISE
the statement to make it correct.
1. Effective collision results to product formation.

(TRUE)
EVALUATE 2. Molecules must collide with sufficient energy
even with no proper orientation in order for a
chemical reaction to occur. (FALSE)
3. Effective collision is defined as one in which
molecules collide with sufficient energy and
proper orientation. (TRUE)
4. The “No Smoking” signs in gasoline station is
irrelevant because gasoline in not
combustible. (FALSE)
5. Flame is a source of activation energy so
firecrackers must be kept/stored in cool dry
place to prevent unexpected explosion.
(TRUE)
133
6. Collision between reactant molecules may or
may not result in successful chemical reaction.
(TRUE)
7. All collisions between molecules result in the
formation of products. (FALSE)
8. Activation energy is needed to break the bond
between reactant molecules to form new
bonds leading to the formation of the products.
(TRUE)
9. When the temperature of the reactants is
increased it will lead to higher activation
energy. (TRUE)
10. The only condition needed for effective
collision is the correct orientation of the
reactant molecules when they collide.
(FALSE)
How does placing food in refrigerator slow down its
EXTEND spoilage? How is it explained by the collision
theory?
V. REMARKS
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
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?
did I encounter
which my
principal or
134
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
135
Attachment
Illustrated By: MAE B. RACELIS, 9/2/19
Illustrated By: MAE B. RACELIS, 9/2/19
136
Attachment
Coffee Break!
Objective:
 Identify the factors affecting the rate of chemical reaction.
Materials:
 Cup
 Hot water
 Cold water
 Coffee
 Sugar
 Milk
Procedure:
1. Prepare two cups of coffee containing same amount of water

(hot water for cup A, cold water for cup B), coffee, sugar and
milk.
2. Stir the content of the first cup. Do not stir the contents of the
second cup.
3. Taste the mixture in each cup.
Guide Questions:
1. Which taste is better? Why?
2. Does temperature affect the taste of the mixture? Why?
3. Does stirring affect the taste of the mixture? Why?
4. Suggest ways on how to improve the taste of the mixture.
137
I. OBJECTIVES
environment.
The learners shall be able to:
1. Using any form of media, present chemical
B. Performance
reactions involved in biological and
Standard
industrial processes affecting life and the
environment
C. Learning The learners should be able to …
Competency 1. Explain how the factors affecting rates of
chemical reactions are applied in food
preservation and materials production,
control of fire, pollution, and corrosion.
S10MT-IVh-j-24
1. Identify the different factors affecting rates of
reaction.
D. Objectives 2. Explain how these factors are applied in food
preservation and materials production, control
of fire, pollution, and corrosion.
II. CONTENT FACTORS AFFECTING REACTION RATES
III. LEARNING RESOURCES
A. References
pages
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other https://www.youtube.com/watch?v=OttRV5ykP7A
Learning https://www.youtube.com/watch?v=rlH1ym916Fo
Resources
IV. PROCEDURE A B
KWL Chart Recall
Let the learners write Let the learners have a
in the K and W column recap on the collision
of the chart. theory.
ELICIT K W L
138
Q1: What is stated under
Collision Theory?
Q2: What are the factors

that causes increased
collision of molecules?
Let the learners view/ watch a short video about
these factors affecting the rate of reaction.
ENGAGE
https://www.youtube.com/watch?v=OttRV5ykP7A
Learning Stations
Let the learners do a simple experiment showing the
different factors affecting Reaction Rates
Equipment:
 7 clear plastic cups
EXPLORE  Mortar and pestle
 2 medium sized test tubes
 2 test tube holders
Reagents:
 20 volume hydrogen peroxide (Agua
oxigenada)
 Manganese dioxide
 Water
 4 seltzer tablets or denture cleaner in tablet
form
 3 5cm x 5cm colored paper/Japanese paper
 25% household bleach solution
A. Effect of Particle Size or Surface Area on

Reaction Rate
B. Effect of Temperature on Reaction Rate
C. Effect of a Catalyst on Reaction Rate
D. Effect of Concentration on Reaction Rate
Please refer to the Learners Material pages 425 -

429 for the procedure
End of Day 1
EXPLAIN Presentation of Output

Day
Key Concept:
139
 Catalysts help in increasing the reaction rate.
 Increasing the concentration of reactants
ELABORATE generally increases the rate of reaction.
 The higher the temperature, the faster the
reaction.
 The smaller the particles size or surface
area, the faster the reaction.
Direction: Choose the letter of the correct answer.
1. Which of the following is not true about

catalysts?
A. A catalyst is a substance that can be added
to a reaction to increase the reaction rate
EVALUATE without getting consumed in the process.
B. Catalysts typically speed up a reaction by
reducing the activation energy or changing
the reaction mechanism.
C. Enzymes are proteins that act as catalysts in
biochemical reactions
D. None of these
2. In which temperature will the rate of reaction
between Sodium chloride and water likely to
be greatest?
A. 10°C B. 20°C C. 30°C D. 40°C
3. It refers to the minimum energy required for
reactions to start.
A. Activation energy
B. Kinetic energy
C. Potential energy
D. Stored energy
4. Marble reacts with hydrochloric acid to
produce calcium chloride, water and carbon
dioxide. In which of these mixtures is the rate
of reaction likely to be the greatest?
A. 1g of marble chips in 100cm3 of HCl at
20°C
B. 1g powdered marble in 100cm3 of HCl
at 30°C
C. 1g powdered marble in 100cm3 of HCl at
20°C
D. 1g marble chips in 100cm3 of HCl at 30°C
5. Which of the following is not a factor that
affects the reaction rates?
A. Reactant concentration
B. Catalysts
C. Particle size
D. Shape of particles
Present a video about Present a video about the
the role of enzymes as role of enzymes as
catalyst that speeding catalyst that speeding up
140
up reaction rates in reaction rates in
organisms. organisms.
EXTEND https://www.youtube.c https://www.youtube.com/
om/watch?v=rlH1ym91 watch?v=rlH1ym916Fo
6Fo
Let the learners answer
Let the learners the question:
answer the question: 1. What is the role of
1. How do enzymes enzymes in speeding
act in the process of the reaction?
photosynthesis,
respiration,
digestion and
protein synthesis?
V. REMARKS
VI. REFLECTION
VII. OTHERS
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 it
work?
did I encounter
which my
principal or
supervisor can
help me resolve?
G. What innovation
or localized
material/s did I
141
use/discover
which I wish to
share with other
teachers?
142
Attachment
Factors Affecting Reaction Rates
Equipment:
 7 clear plastic cups

 mortar and pestle
 2 medium sized test tubes
 2 test tube holders
Reagents:
 20 volume hydrogen peroxide (Agua oxigenada)

 Manganese dioxide
 water
 4 seltzer tablets or denture cleaner in tablet form
 3 5cm x 5cm colored crepe paper/ Japanese paper
A. Effect of Particle Size or Surface Area on Reaction Rate
Procedure:
1. Get 2 clear plastic cups, half fill each plastic cups with water.
2. Obtain two denture cleaner tablets. Powderize one tablet using mortar
and pestle.
3. Simultaneously drop the whole tablet and powderized tablet in the 2
separate plastic cups.
4. Observe the reactions for several minutes and record the time it takes
for eachtablet to stop fizzing . Table 12. Effect of Particle Size or
Surface Area on Reaction Rate Effect of Particle Size of Surface Area on
Reaction Rate Reaction Condition Reaction Rate Time (sec) denture
cleaner (whole) in water denture cleaner (powderized) in water
Table 12. Effect of Particle Size or Surface Area on Reaction Rate
Effect of Particle Size of Surface Area on Reaction Rate

Reaction Condition Reaction Rate Time (sec)
denture cleaner (whole) in water
denture cleaner (powderized) in
water
Guide Questions:
143
Q1. a. Which tablet fizzed for a longer period of time?
b. How might you explain any difference?
Q2. a. Describe in your own words the effect of particle size or

surface area on the rate of a reaction.
B. Effect of Temperature on Reaction Rate
Procedure
5. Fill one glass with cold water and another glass with hot water.
6. Drop a denture cleaner tablet into each glass.
7. Observe the reactions that occur. Record the time it takes for each
tablet to stop fizzing .
Q1. Is there any noticeable difference between the two reactions?
Q2. What is the effect of temperature on reaction rate?
Table 12. Effect of Temperature on Reaction Rate
Effect of Particle Size of Surface Area on Reaction Rate

Reaction Condition Reaction Rate Time
(sec)
denture cleaner (whole) in water
denture cleaner (powderized) in
water
B. Effect of a Catalyst on Reaction Rate
8. Place 10mL of hydrogen peroxide (H2O2) in 2 separate test tubes.

Place one test tube in a hot water bath.
Note the rate bubbles form.
9. Add a pinch of manganese dioxide in the second test tube.
Note the rate bubbles form.
Q1. How will you compare the rate at which bubbles were produced?
144
Q2. Study the chemical equation below.
Chemical Equation: H2O2 (l) → H2O (l) + O2 (g) MnO2
Notice the reactants and resulting products.
Q1. Where is the MnO2 written in the equation?
Q2. Do you think the MnO2 reacted with H2O2 ?
Q3. MnO2 only acted as a catalyst. What role do you think a catalyst
play in a chemical reaction?
Going back to the diagram below, recall the effect of catalyst on

activation energy .
D. Effect of Concentration on Reaction Rate
Caution: Wear a mask while performing this experiment.
Procedure:
10. Prepare in separate plastic cups, different concentrations of household

bleach solution 100% (no water added) 50% (half part bleach solution-
half part water) 25% (1/4 part bleach solution – ¾ part water) .
11. Prepare 3 pieces of 5cm x 5cm sized brightly colored crepe paper or
Japanese paper.
12. Drop the pieces of crepe paper into the 3 plastic cups simultaneously.
13. Compare the rate of decolorization of the papers in the 3 beakers.
Record your observation in the table below.
Table 14. Effect of Concentration on Reaction Rate
Concentration Reaction Rate

25% solution
50% solution
100% solution
145
Q1 . Did you get the same rate of reaction?
Q2. Describe in your own words the effect of concentration on the

rates of reaction.
Q3 . How will you explain using the Collision theory the factors
affecting reaction :
a. Surface area of reactants
b. Temperature
c. Catalyst
d. Concentration
146
I. OBJECTIVES
environment.
The learners shall be able present using any form
B. Performance of media, chemical reactions involved in biological
environment.
Explain how the factors affecting rates of
chemical reactions are applied in food
C. Learning
preservation and materials production, control of
Competencies
fire, pollution, and corrosion.
S10MTIVh-j-24
D. Objectives 1. Define reaction rate.
2. Identify the factors affecting reaction rates.
II. CONTENT Definition of Reaction Rate and the Factors
Affecting Reaction Rates
III. LEARNING
RESOURCES
A. References
pages
Material pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Chemistry III Textbook. Mapa, Amelia P., Ph.D.,
Resources et al. 2001. pp. 202-210.
Science and Technology III: Chemistry Textbook.

NISMED. 1997. pp. 187-199.
Video entitled “Factors Affecting Rate of

Reaction”, downloaded from
https://m.youtube.com/watch?v=4SK4IlQjZZ4
IV. PROCEDURE
Recall the activity/experiments on the factors
affecting reaction rates.
ELICIT
147
Ask: What are the experiments that we have
performed yesterday? What did you learn from
those experiments?
Ask: Why is it that reactions occur at different
rates?
(List/record the answers/predictions of the
students)
Can you give examples of reactions that take

place quickly? How about chemical reactions that
take place slowly?
ENGAGE
Possible answers:
Fast reaction: explosion, conflagration
Slow reaction: decomposition, fermentation,
photosynthesis, growth of plants and animals,
formation of rust
Play the video entitled Factors Affecting the

Rate of Reactions.
Guide questions:
1. What is reaction rate?
2. What are the factors affecting reaction rates?
EXPLORE
3. How does each of the following affect reaction
rates?
a. surface area of reactants
b. temperature
c. presence of catalyst
d. concentration of reactants
Key Concepts:
 Reaction rate- rate at which chemical
reaction proceeds.
 Factors affecting chemical reaction:
a. Surface area of reactants- Smaller
particle size have bigger surface area.
This area are available points of contact
ELABORATE between reactants.
b. Temperature – The higher the
temperature the higher the rate of
reaction
c.Presence of catalyst-Catalysts speed up
chemical reaction.
d. Concentration of reactants
EVALUATE TRUE or FALSE
148
Write TRUE if the statement is correct and
FALSE if incorrect.
1. Smaller particle size means faster reaction
rate. (TRUE)
2. Lower temperature means faster reaction rate.
(FALSE)
3. Greater concentration means faster reaction
rate. (TRUE)
4. Reaction rate means the rate at which
chemical reaction takes place. (TRUE)
5. An enzyme slows down reaction. (FALSE)
As students, how will you apply your learnings
EXTEND about factors affecting reaction rates in your daily
activities?
V. REMARK
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
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?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
149
materials did I
use/discover
150
I. OBJECTIVES
environment.
The learners shall be able present using any form
B. Performance of media, chemical reactions involved in biological
environment.
C. Learning
Competencies
corrosion.
S10MTIVh-j-24
D. Objectives 1. Identify the factors affecting rates of
chemical reaction.
2. Give real-life examples of reactions and the
factors affecting them.
II. CONTENT READY, SET, REACT!
(Factors Affecting Reaction Rates)
III. LEARNING
RESOURCES
A. References
Guide pages
Material pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Chemistry III Textbook. Mapa, Amelia P., Ph.D., et
Resources al. 2001. pp. 202-210.
Science and Technology III: Chemistry Textbook.

NISMED. 1997. pp. 187-199.
Worksheet entitled “Reaction Rate” downloaded

from
https://www.google.com/search?source=hp&ei=5iCcXY2BDcL6-
Qa2qrj4Cw&q=worksheet+on+factors+affecting+reaction+rates&o
q=worksheet+on+factors+affecting+reaction+rates&gs
IV. PROCEDURE
Recall the discussion on the factors affecting the
ELICIT rate of chemical reactions.
151
Ask: What are the factors affecting the rates of
chemical reactions?
Possible answers: particle size/ surface area of
reactants, temperature, presence of catalyst,
concentration of reactants
Can you give me examples of chemical reactions
that you usually observe then tell me the
factor/factors affecting that particular reaction?
Example answers:
burning wood- particle size, temperature
cooking meat - temperature, particle size,
ENGAGE
presence of catalyst
decomposition-temperature, particle size, presence
of catalyst
fermentation- presence of catalyst (yeast),
concentration of the reactants
Learners will be grouped into four. Each group will

be given a worksheet to accomplish. After ten (10)
minutes, a member from each group will report
their answers.
Group 1: Complete the following table by

indicating whether each of the following scenario
would either increase or decrease the rate of
reaction.
SCENARIO INCREASE or
DECREASE
Adding heat Increase
Removing heat Decrease
Adding a catalyst Increase
Diluting a solution Decrease
Removing an enzyme Decrease
EXPLORE (catalyst)
Lowering the temperature Decrease
Increasing the Increase
temperature
Decreasing the surface Decrease
area
Increasing the Increase
concentration of solution
Breaking a reactant down Increase
into smaller pieces
152
Group 2: Complete the tav\ble by indicating which
factor would have the greatest impact on the rate of
reaction. Choose from concentration, temperature,
surface area or catalyst.
Scenario Factor that has the

greatest impact on the
rate of reaction
Blowing air on campfire Concentration
to help it get going
Raw carrots are cut into Surface area
thin slices for cooking
Protein is broken down in Catalyst
the stomach by the
enzyme pepsin
A Woolly Mammoth is Temperature
found, perfectly
preserved, near the
Arctic Circle
More bubbles appear Concentration
when a concentrated
solution of hydrochloric
acid is added to a
magnesium strip than
when a dilute solution of
the acid is added.
Group 3: Use the terms to correctly fill in the

blanks.
TERMS
catalyst energy
temperature heat
collisions rate of reaction
concentration surface area
dilute
1. A freshly exposed surface or metallic sodium

tarnishes almost instantly if exposed to air and
moisture, while iron will slowly turn to rust under
the same conditions. In these two situation, the
rate of reaction refers to how quickly or slowly
reactants turn into products.
2. Adding heat will increase the rate of reaction
because this causes the particles of the reactants
to move more quickly, resulting in more collisions
and more energy.
3. Removing heat will lower the temperature
causing the particles of the reactants to slow down,
resulting in less frequent collisions.
4. Concentration refers to how much solute is
dissolved in a solution. If there is greater
153
concentration of reactant particles present, there is
greater chance that collisions among them will
occur. More collisions mean a higher rate of
reaction.
5.A concentrated acid solution will react more
quickly than a dilute acid solution because there
are more molecules present, increasing the chance
of collisions.
6. Grains of sugar have a greater surface area
than a solid cube of sugar of the same mass, and
therefore will dissolve quicker in water.
7. A catalyst for example an enzyme, is used to
speed up a chemical reaction but is not used up in
the reaction itself.
Group 4: Identify which situation (X or Y) would

have a higher reaction rate. Then state the factor
that affected the reaction in each situation.
Situatio Situation Situation Factor

nX Y with affecting the
higher rate of
reaction reaction
rate
1. 1 g of 1 g of Y Particle size
sugar sugar
cubes grains
2. 50oC 0oC X Temperature
3. Low High Y Concentration
number number of
of particles
particles
4. Enzyme No X Catalyst
added enzyme
added
5. Twigs Logs X Particle size
Key Concepts:
The different factors affecting reaction rates.

ELABORATE
a. Particle size or surface area- Smaller
particles size have bigger surface area.
Bigger surface area means bigger exposed
portions of a solid which are available points
of contact between reactants.
154
b. Temperature- The higher the temperature,
the higher the rate of reaction.
c. Catalyst-The presence of catalyst speeds up
the rate of reaction.
d. Concentration- The higher the concentration,
the faster the rate of reaction.
TRUE or FALSE
1. Rate of reaction refers to how quickly or slowly
a reactant turns into a product. (TRUE)
2. A catalyst slows down chemical reaction.
(FALSE)
3. The higher the concentration, the faster the
EVALUATE
rate of reaction. (TRUE)
2. The lower the temperature, the higher the rate
if reaction.(FALSE)
3. A cube of sugar reacts faster than powdered
sugar. (FALSE)
List down 5 examples of reactions you usually

EXTEND observe at home then identify the factors affecting
the rate of reaction in each example.
V. REMARKS
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
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?
155
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
156
I.OBJECTIVES

environment.

E. Performance media, present chemical reactions involved in
Standard biological and industrial processes affecting life and
the environment.
F. Learning
Competencies
corrosion.
S10MT-IVh-j-24
G. Objectives 1. Identify some pollutants and its sources.
II. CONTENT POLLUTANTS
III. LEARNING
RESOURCES
C. References
pages
pages
8. Additional
Materials from
Learning Resource
(LR) portal
D. Other Learning
Resources
IV. PROCEDURE A B
Ask the learners to describe the picture below.
ELICIT
Photo credits: Maila B. Ceguera (10/08/19)
157
Ask the learners the following questions:
What are the types of pollution which are commonly

ENGAGE
experienced in Bicol?
Can you give substances that cause pollution?
Learners will be given sheets of paper. They will

classify the pollutant gases according to the sources
of pollutants.
Nitrogen oxide Carbon Carbon dioxide
Sulfuric acid Carbon monoxide
Nitrog
en
Sulfur Chlorofluorocarb
oxide ons
Sulfur dioxide
EXPLORE
GEOTHERMAL OIL
VEHICLES
POWERPLANT REFINERY
Guide Questions:
1. What are common pollutants produced by

geothermal powerplant, vehicles, and oil refinery?
2. How do these pollutants affect the

environment?
EXPLAIN Presentation of outputs
Key Concepts:
1. Gases that lead to air pollution include carbon,
nitrogen, and sulfur oxides. While some of
ELABORATE these gases occur naturally, like carbon
dioxide in the expulsion of air from the lungs,
the serious polluters come from the burning of
fossil fuels: coal, oil, and natural gas.
2. Air pollution occurs when harmful or excessive
quantities of substances including gases
particles (both organic and inorganic).
158
3. Air pollution, release into the atmosphere of
various gases, finely divided solids, or finely
dispersed liquid aerosols at rates that exceed
the natural capacity of the environment to
dissipate and dilute or absorb them.
Multiple Choice. Choose the letter of the

correct answer.
EVALUATE 1. What is the most common form of pollution?

A. air pollution C. thermal pollution
B. water pollution D. soil pollution
2. Which of the following causes air pollution?
A. litter found on the side of the road
B. water used as a coolant by power plants
C. burning fossil fuels
D. illegal dumping in natural habitats
3. What do we call the actual gas or substance
that causes air pollution?
A. carbon dioxide C. chemical
B. pollutants D. fossil fuel
4. Which of the following is the biggest bsingle

cause of air pollution?
A. air conditioning C. transport such
as cars
B. factories D. forest fires
5. How do CFCs from spray cans getting
released into the air affect the environment?
A. They cause global warming.
B. They damage the ozone layer.
C. They form acid rain.
D. The cause respiratory infection.
Ask the learners to make a plan on how to
EXTEND combat pollution.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
for remediation
C. Did the remedial
lessons work? No.
of learners who
159
have caught up
with the lesson
C. No. of learners
who continue to
require
remediation
D. Which of my
teaching strategies
worked well? Why
did it work?
E. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
F.What innovation or
localized material/s
did I use/ discover
which I wish to
share with other
teachers?
160
I.OBJECTIVES
A. Content
chemical reactions associated with biological and
Standard
industrial processes affecting life and the environment.
C. Learning reactions are applied in food preservation and materials
Competencies production, control of fire, pollution, and corrosion.
S10MT-IVh-j-24
1. Identify the substances that can form acid rain.
2. Illustrate how nitrogen dioxide is converted to nitric
D. Objectives
acids.
3. Give ways on how to address acid rain effect.
II. CONTENT ACID RAIN
III. LEARNING
RESOURCES
E. References
pages
10. Learner’s 430-433
Materials pages
12. Additional
Materials from
Learning
Resource (LR)
portal
F. Other Learning
Resources
IV. PROCEDURE A B
Based from the previous Based from the previous

lesson, what are the factors lesson, give at least one
affecting the rate of factor affecting the rate
chemical reaction? of chemical reaction?
ELICIT (Possible Answers: (Possible Answers:
temperature, reactant temperature,
concentrations, particle reactant
size, catalysts, and concentrations,
surface area) particle size,
catalysts, and
surface area)
161
How do you compare
the reaction rate of the From the given 3
salt in the 3 containers containers with
with different different
temperatures? temperatures, which
do you think has
(Possible answer: Salt faster reaction rate?
in container C
dissolves faster than A (Possible Answer:
and B.) Container C has
faster reaction rate.)
A B C A B C
100 C 150 C 200 C 100 C 150 C 200 C
Based from the picture, Based from the picture,

what effect does acid rain what effect does acid
have on limestone and rain has on limestone
marble statues? and marble statues?
(Possible Answer: Acid (Possible Answer: Acid

rain makes the limestone rain makes the
and marble statues limestone and marble
corrode.) statues corrode.)
ENGAGE
How does the acidity of How does the acidity of
water affect plant growth? water affect plant
growth?
(Possible Answer: It (Possible Answer: It
makes the plants makes the plants
stunted.) stunted.)
Neutral acidic more
EXPLORE Group activity:
162
Learners will be grouped Given the chemical
into 5. formula below, let the
Group Activity. learners fill in the blanks
Given the chemical formula to complete the chemical
below, let the learners write equation illustrating how
a chemical equation NO2 is converted to nitric
illustrating how NO2 is acid (HNO3).
converted to nitric acid
(HNO3). ____ + _____ → ____ +
___
H2O HNO3 HNO2
2NO2 H2O HNO3 HNO2
2NO2
Possible Answer: Possible Answer:

2NO2 + H2O → HNO2 + HNO3 2NO2 + H2O → HNO2 +
HNO3
EXPLAIN Presentation of output.

Key Concepts:
 An example of a chemical reaction that has an
environmental concern is the acid rain.
 Acid rain has been the leading significant
ELABORATE cause of destruction in the environment. In
infrastructure, it is the cause of corrosion of
metals in alloys like steel in buildings, bridges,
and transport vehicles. This is due to the
displacement reaction of active metals with
hydrogen in acids.
 Materials with historical and cultural values
such as monuments and statues are also
destroyed by acid rain. They are mostly made
up of limestone and marble which like metals
form a chemical reaction with acids, lead to
their dissolution.
 Marine life is also affected by acid rain. It
causes the pH of bodies of water to decrease;
this change in pH will increase marine life
mortality, retard fish growth, decrease egg
production and embryo Acid rain also tends to
dissolve vital minerals in the soil. Crops grown
in these depleted soils give poor yields, if they
grow at all.
 In areas of high automobile traffic, such as in
large cities, the amount of nitrogen oxides
emitted into the atmosphere can be quite
significant. In urban areas, the main source of
acid rain is from automobiles. Other sources
are thermal power plants and coal mining
industries. Gas emissions like CO2, CO, SO2,
NO2, and NO from these sources react with
water vapor in the air producing acids. Rain
contaminated with these acids are what we
know now as acid rain.
163
 Removing the offending oxides from exhaust
and using alternate energy sources are much
preferred courses of action at the present time.
One of the most important means of reducing
sulfur emissions is the switch to low sulfur
fuels. Another is the scrubbing of stack gases
before they are released to the atmosphere. In
this process, the stack gases percolate through
a solution that absorbs the oxides of sulfur. The
solution is renewed frequently, and waste
sulfur can be recovered from the spent
solution.
Direction: Write the letter of the best answer.
1. Which gas is a product of combustion of gasoline
in automobiles and one of the culprits in the
EVALUATE formation of acid rain?
A. nitric oxide C. carbon dioxide
B. nitrous oxide D. sulfur dioxide
2. Which correctly illustrates the formation of nitric
acid?
A. 2NO2 + H2O → HNO2 + HNO3
B. 2NO2 + HNO2 → HNO3 + H2O
C. 2NO2 → H2O + HNO2 + HNO3
D. 2NO2 → HNO2 + HNO3 + H2O
3. What is the main source of acid rain in urban
areas?
A. power plants C. automobiles
B. manufacturing plants D. volcanoes
4. What is the effect of acid rain on plant growth?
A. Acid rain makes the plants grow faster.
B. Acid rain makes the plants grow taller.
C. Acid rain dissolves minerals thus, alter
plant growth.
D. Acid rain makes the soil fertile which is
good for plant growth.
5. What is the best way to address sulfur dioxide
emission?
A. Urban development
B. Burning of fossil fuels frequently
C. Mining of coal for electricity generation
D. Scrubbing of stack gases before they are
released into the atmosphere
EXTEND
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
164
for remediation
C. 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 it work?
F. What difficulties did
I encounter which
my principal or
supervisor can
help me solve?
did I use/ discover
which I wish to
share with other
teachers?
165
I.OBJECTIVES
A. Content The learners demonstrate an understanding of the
Standard chemical reactions associated with biological and
industrial processes affecting life and the
environment.
B. Performance The learners shall be able to, using any form of
Standard media, present chemical reactions involved in
biological and industrial processes affecting life and
the environment.
C. Learning Explain how the factors affecting rates of chemical
Competencies reactions are applied in food preservation and
corrosion.
S10MT-IVh-j-24
D. Objectives 1. Identify the effects of acid rain to humanity.
II. CONTENT Effects of Acid Rain to Humanity
III. LEARNING
RESOURCES
A. References
pages
Materials pages
3.Textbook pages Science 9, Learner’s Module pp. 67
1. Additional
Materials from
Learning
Resource (LR)
portal
G. Other Learning
Resources
IV. PROCEDURE A B
Teacher will post on the board the following words:

ASTHMA LUNG CANCER CHEST
PAIN
THROAT CARDIOVASCULAR SKIN

ELICIT DISEASE
INFLAMMATION IRRITATION
Ask: Are you familiar with these words/terms?
Ask the learners to stand if they prefer to live in

ENGAGE
the following places:
166
1. crowded area
2. near the dumpsite
3. subdivision
4. mountainous area
5. city
Instruction. Identify the parts of the

body affected by acid rain and label
each with possible disease a person
might get from it.
EXPLORE
EXPLAIN Presentation of Outputs
KEY CONCEPTS:
 The harm to people from acid rain is not direct.
Walking in acid rain, or even swimming on an
ELABORATE acid lake, is no more dangerous than walking
or swimming in clean water, however, the
pollutants that cause acid rain –sulfur dioxide
and nitrogen oxide-do damage human health.
 Gases interact in the atmosphere to form fine
sulfate and nitrate particles that can be
transported long distances by winds and
inhaled deep into people’s lungs.
TRUE or FALSE. Write TRUE if the statement is

correct and FALSE if it is incorrect.
167
EVALUATE
1. The harm to people from acid rain is
direct.(FALSE)
2. Acid rain causes chronic bronchitis. (TRUE)
3. Air pollution can worsen the respiratory
diseases. (TRUE)
4. Acid rain is caused by chemical reaction that
begins when compounds like sulfur dioxide
and oxygen are released into the air. (FALSE)
5. Acid rain is a type of acid deposition. (TRUE)
Agreement: PERFORMANCE TASK
 The learners will create a visual presentation
EXTEND on the effects of chemical reaction on life and
the environment.
Reference: Science 10 Learner’s Module, p. 433
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
for remediation
C. 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 it work?
did I encounter
which my principal
or supervisor can
help me solve?
did I use/ discover
which I wish to
share with other
teachers?
168
PERFORMANCE TASK
1. Using any form of media, prepare a visual presentation of a chemical

reaction involved in:
a. Food processing and preservation

b. Fire control
c. Corrosion Control
d. Photochemical Smog
e. Haber Process
f. Catalytic Converter
g. Car air bag
h. formation of ozone layer in the stratosphere
i. formation of acid rain
2. Research on how a specific chemical reaction poses useful or harmful

effects to life and the environment.
3. Present to class your visual presentation
 During your planning session, be reminded to follow the GRASP Task

Design Prompts to assist you in the organization of your activity.
Goal
Your task is to create a visual presentation of benefits/ harm

posed by a particular chemical reaction using any form of media.
Role
You have been asked to gather/ collect researches on chemical

reaction assigned to your group. Your job is to understand fully the
concepts and issues involved.
Audience
The target audience is the whole class and a local public official
(e.g., barangay chairman) or a member of your community who may be
involved in your assigned topic. You need to encourage/ convince your
audience to draw pledges/policies that will help mitigate the problem/
promote the benefits in your topic.
169
Situation
The challenge has to do with preparation of the visual presentation:

choosing and documenting appropriate resources, summarizing and
making the research coherent.
Product, Performance and Purpose
You will create a visual presentation supported by research in order to better

understand and appreciate the principles involved in chemical reactions.
Standards and Criteria for Success
Your performance needs to meet the following criteria:
 Creative (visual presentation is clear/visually appealing)

 Meaningful (giving importance to the understanding of the benefits
and harm posed)
 Illustrative (discussing thoroughly how these reactions may cause harm
or how we can benefit from them)
Though this is a group task, you will individually assess your performance
using the Critical Thinking Rubric below.
Critical Thinking Rubric:
4 3 2 1
Identifying the I determine I can usually Sometimes, I I often get

important what concepts tell what have trouble important and
information and concepts and telling the unimportant
relationships relationships difference information
are important are important between mixed up.
in a complex in a system. important and
system of unimportant
abstract and concepts and
concrete relationships
information. in a system.
Making I use what I I analyze new With help, I I usually

Inferences know about information can make cannot make
the subject and make inferences, inferences
along with my reasonable but about what I
personal inferences. sometimes my am learning.
experiences inferences are
and not based on
knowledge to good reasons.
make
reasonable
170
inferences. I
use my
inferences to
draw
conclusions
about
information.
Evaluating I use several I use some Sometimes, I I often cannot

Sources strategies for strategies for am fooled by tell the
evaluating the evaluating information difference
reliability of a sources. that is not between
variety of reliable. reliable and
different kinds false
of sources. information
Learning I do whatever I make an If someone I am usually

Independently I need to do to effort to learn reminds me, I happy with
learn more more about learn more what I already
about ideas ideas and about ideas know about
and concepts concepts that and concepts information,
that are new are new to that are new and I do not
to me. me. to me. bother to find
out more.
Communicating I can clearly I can explain With I cannot

and my opinions prompting and explain my
thoroughly by giving good guidance, I opinions so
explain my reasons for can explain that they
opinions by them, orally my opinions make sense.
giving good and in writing. orally and in
reasons for writing.
them, orally
and in writing.
171
I. Multiple Choice: Choose the correct answer.
1. Analyze the diagram on the left, what

evidence shows that the reaction’s product is
a gas?
a. bubbles are forming and collected
b. the gas is not soluble in water
c. acids always produce gases when they react
with a solid
d. there is no filter funnel and paper
to remove unreacted solid.
For Nos. 2-3 Refer to the illustration below: The following depicts the
formation of methanol (CH3OH).
2. What would be the skeleton equation for this reaction?

a. C + Cl2 + O2 → CH3ClH
b. C + H2 + O2 → CH3OH
c. C2 + H2 + O2 → CH3OH
d. C + H + O → CH3OH
3. If the formula for methanol is CH3OH, what would be the balanced

chemical equation for this reaction?
a. C3 + 2H2 + O2 → 2CH3OH
b. 2C + 4H2 + O2 → 2CH3OH
c. 2C + 2H2 + O2 → 2CH3OH
d. C + H + O → CH3OH
4. Which of the following is the correct balanced reaction?

a. 2 C3H8 + 10O2 → 6CO2 + 8H2O
b. C3H8 + O2 → CO2 + H2O
c. C3H8 + O2 → 3CO2 + 2H2O
d. C3H8 + 5O2 → 3CO2 + 4H2O
5. Quicklime (CaO ) is used as a drying agent. When water is added to

this, slaked lime Ca(OH)2 is formed. What type of reaction is this?
a. combination c. decomposition
b. single displacement d. double displacement
6. 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 changes c. oxygen in air
b. presence of microorganisms d. all of the above
172
7. The rate of reaction increases as the temperature increases. Which of
the following statements provides the best explanation for this?
a. At lower temperatures the particles do not collide with each other.
b. At higher temperatures the particles have more energy, move
faster, and collide more often.
c. Higher temperature has higher activation energy.
b. Increasing the temperature increases the number of particles, so
they collide more often.
8. Which of the following statements about collisions is correct?

a. Reaction will occur even without collision of molecules.
b. All colliding particles have the same amount of energy.
c. Only fast-moving particles collide with each other.
d. Reactions can happen if the colliding particles have enough energy.
9. Reactions eventually stop. What is generally the reason for this?

a. The catalyst has been used up.
b. The particles have run out of energy.
c. One or more of the reactants has been used up.
d. Wrong catalyst was used.
10. In a reaction with hydrochloric acid, why does powdered magnesium

reacts faster than the same mass of magnesium ribbon?
a. The powdered magnesium contains more atoms than the
magnesium ribbon.
b. The powdered magnesium is hotter than the magnesium ribbon.
c. The powdered magnesium has a bigger surface area than the
magnesium ribbon.
d. The powdered magnesium has a smaller surface area than the
magnesium ribbon.
11. Marble reacts with hydrochloric acid to produce calcium chloride, water
and carbon dioxide. In which of these mixtures is the rate of reaction
likely to be the greatest?
a. 1 g of marble chips in 100 cm3 of hydrochloric acid at 20°C.
b. 1 g of powdered marble in 100 cm3 of hydrochloric acid at 30°C.
c. 1 g of powdered marble in 100 cm3 of hydrochloric acid at 20°C.
d. 1 g of marble chips in 100cm3 of hydrochloric acid at 30°C.
12. Manganese dioxide is a black powder that catalyzes the breakdown of

hydrogen peroxide to water and oxygen. Which of the following
statements is correct?
a. The mass of manganese dioxide will stay the same during the
reaction.
173
b. The catalyzed reaction will produce more oxygen than the
uncatalyzed reaction.
c. The particles in the catalyzed reaction will have more energy than
in the uncatalyzed reaction.
b. Manganese dioxide will cause production of more water.
13-15 Explain briefly.
13-15 Based on your knowledge of factors affecting the rate of

reaction, why is there a danger of explosion in places like coal
mines where there are large quantities of powdered, combustible
materials?
174

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Science 10 Q4

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PROTOTYPE AND

MARIA- MAGNOLIA F. BRIOSO, CESO VI

Learning Competencies: The learners should be able to investigate the relationship

Activity 1: BOYLE’S LAW -------------------------------------------------------3-8

Activity 2: RELATIONSHIP BETWEEN VOLUME AND

Activity 3: PART 1: CHARLES LAW------------------------------------------12-17

Activity 4: PART 2: CHARLES LAW ------------------------------------------18-22

Activity 5: KINETIC MOLECULAR THEORY--------------------------------23-27

Summative Assessment ---------------------------------------------------------28-30

Activity 1: TEST FOR CARBOHYDRATES-------------------------------------33-38

Activity 2: CARBOHYDRATES ----------------------------------------------------39-44

Activity 3: TEST FOR LIPIDS ------------------------------------------------------45-50

Activity 4: LIPIDS ----------------------------------------------------------------------51-58

Activity 5: TEST FOR PROTEINS AND

Activity 6: PROTEINS AND AMINO

Module 3: CHEMICAL REACTIONS

Activity 1: EVIDENCES OF CHEMICAL REACTIONS:

Activity 2: EVIDENCES OF CHEMICAL REACTIONS:

Activity 3: EVIDENCES OF CHEMICAL REACTIONS

Activity 4: COMBINATION AND DECOMPOSITION ----------------------127-130

Activity 5: SINGLE DISPLACEMENT, DOUBLE DISPLACEMENT,

Activity 6: PART 1 LAW OF CONSERVATION OF MASS------------------135-142

Activity 7: PART 2 LAW OF CONSERVATION OF MASS -----------------143-147

Activity 8: PART 3 LAW OF CONSERVATION OF MASS -----------------148-152

Activity 9: COLLISION THEORY -------------------------------------------------153-160

Activity 10: FACTORS AFFECTING REACTION RATES ---------------- 161-169

Activity 11: DEFINITION OF REACTION RATE

Activity 12: READY, SET, REACT! (FACTORS AFFECTING

Activity 13: POLLUTANTS---------------------------------------------------------180-183

Activity 14: ACID RAIN --------------------------------------------------------------184-188

Activity 15: EFFECTS OF ACID RAIN TO HUMANITY ---------------------189-191

Activity 16: PERFORMANCE TASK ---------------------------------------------192-194

Direction: Write the letter of the correct answer.

1. Which example has particles that can be drawn closer to occupy

2. Which of the following phenomena does NOT involve the application of

3. Last summer vacation, the Cruz family decided to go to Pagudpod,

For numbers 9 to11, the choices are:

9. What law explains the mechanism of gas compressor?

13. What kind of movement is exhibited by gas molecules?

1.1 volume and pressure at constant

II. CONTENT BOYLE'S LAW

Group Activity: (see attachment sheet)

Scoring rubrics for learners output.

Answer the questions:

Presentation of group output.

It can also be read as: At constant temperature,

Were you able to verify the meaning of

Now let us try to solve problem:

Categorize the given variables:

By applying Boyle's law, can you predict what

Application to Real life Situations:

Have you observed a fish in the aquarium? The

A. Answer the following.

1. Oxygen gas inside a 1.5L gas tank has

B. Solve the following problem:

1. A scuba diver needs a diving tank in order

Objectives: Investigate the relationship between volume and pressure at

Let the learners present their answers.

Ask the learners the following:

1. What is the effect of temperature to the

TRUE or FALSE. Write TRUE if the statement

1. Temperature changes the shape and

C. Learning 1.1 volume and pressure at constant

EXPLAIN Presentation of group output.