TEACHER : FAIZAH J.
LANDUC LEARNING AREA : SCIENCE
DATE : March 21, 2025 QUARTER : 4TH QUARTER
SCHOOL : ILIGAN CITY NATIONAL HIGH SCHOOL GRADE LEVEL : 10
I – LEARNING GOALS
The learners demonstrate an understanding of the chemical
A. Content Standard reactions associated with biological and industrial processes
affecting life and the environment
The learners shall be able to using any form of media, present
B. Performance Standard chemical reactions involved in biological and industrial processes
affecting life and the environment.
C. Learning Competencies The learners should be able to apply the principles of conservation
of mass to chemical reactions (S10MTIVe-g-23)
At the end of the lesson, the learners will be able to:
1. Perform an experiment that demonstrates pieces of
D. Lesson Objectives evidence of chemical reactions.
2. Identify evidences of chemical reactions based on the
experiment.
II – LEARNING CONTENT
Evidences of Chemical Reaction
A. Subject Matter a. Change in color
b. Formation of precipitate
III-LEARNING RESOURCES
A. References
1. K to 12 Curriculum Guide in Science (Teacher’s Module).
1. Textbook Teacher’s Guide pp. 283-284
2. K to 12 Curriculum Guide in Science (Learner’s Module).
Learning Module pp. 407-408
● Laptop ● Spoon
● TV ● Clear glass
2. Additional Instructional ● Activity Sheets ● Lemon juice
Materials for teaching & ● Hydrogen peroxide ● Milk
Learning ● Iron nail (ungalvanized) ● Cartolina
● Table Salt ● Permanent Markers
● Vinegar
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B. Other Learning Resources
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https://www.chemicalbook.com/NewsImg/2021-08-18/637649007
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https://www.mashed.com/img/gallery/theres-more-to-curds-and-
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IV – LEARNING STRATEGIES
Teaching and Learning Activity
A. PRELIMINARY ACTIVITIES Teachers’ Activity Learners’ Activity
The teacher will give a minute of The learners will stand and pray
silence for prayer. silently.
The teacher will take The learners will be seated in
attendance by referring to the their respective chairs based
seat plan. Any unoccupied seat on the seat plan.
will be marked as absent.
The teacher will ask learners to Let’s SHINE in the Classroom
1. Prayer/Checking of read the house rules. S – Show respect to everyone in
Attendance/Reading of words and actions.
the House Rules (2 mins) H – Have responsibility for your
work and behavior.
I – Involve yourself by
participating and helping
others.
N – Never give up and always
do your best.
E – Enjoy learning and make
the most of every lesson!
The teacher will collect The learners will submit their
2. Checking of Assignment
assignments. assignments.
V. PROCEDURES Teachers’ Activity Learners’ Activity
The teacher will review the past
lesson through a game titled,
“Matching Chemical
Evidences”.
A. Reviewing previous
lesson or presenting the Instructions: The learners will listen carefully
new lesson (3 mins) 1. A scenario will be flashed to the instructions of the
on the screen. Identify the teacher and will participate in
evidence of the chemical the game.
reaction present.
2. The first person to raise a
hand will have the first
chance to answer. If the
answer of the first person
is wrong, the second to
raise a hand will have a
second chance, and so
on.
Scenarios:
1. “You mix two clear liquids,
and it suddenly feels Expected answers:
warm.” 1. Temperature change
2. “You break a glow stick 2. Production of light
and it starts glowing.” 3. Evolution of gas
3. “You mix baking soda
and vinegar, and it
bubbles up.”’
Game: Spot the difference The chosen learner will spot the
difference between two
The teacher will ask a learner pictures.
to spot the difference between
the two pictures.
Expected answers:
B. Presenting
1. The solution inside the
examples/instances of
two flasks has different
the new lesson (4 mins)
colors.
1.
2. The second flask has a
precipitate while the
other one doesn’t.
2.
The teacher will introduce the At the end of this lesson, we will
new topic and ask a learner to be able to:
read the learning objective. 1. Perform an experiment
that demonstrates
C. Establishing a purpose pieces of evidence of
for the lesson (1 min) chemical reactions.
2. Identify evidences of
chemical reactions
based on the
experiment.
D. Discussing the new The teacher will ask learners to Laboratory Safety Rules
concepts and read the Laboratory Safety 1. Always pay attention
practicing new skills (30 Rules. and listen to your
mins) teacher.
2. Use safety goggles and
gloves during
experiments.
3. Wear proper attire like
lab coat and closed
shoes. Tie back long hair.
4. Read instructions and
procedures carefully
before starting the
activity
5. Handle lab apparatus
with care
6. DO NOT eat, drink, or
chew gum in the
laboratory.
7. Monitor your experiment
setups closely
8. DO NOT sniff or taste any
chemicals
9. If something goes
wrong, call your teacher
immediately.
The teacher will ask learners to 1. You will work with a new
read the general instructions. group
2. An activity sheet will be
given to each group to
answer, as well as the
materials.
3. Work with safety
precautions as this
activity involves
chemicals (always
remember the lab safety
rules discussed).
4. You will be given 10
minutes to complete the
activity
5. After completing the
activity, the reporters will
present the answers.
The teacher will ask learners to The learners will take note of
read the rubrics for laboratory how they will be graded.
group performance.
*See Appendix A: Rubrics
The teacher will group the class The learners go to their groups
into 6. Each group will be and collaborate in completing
assigned an activity to identify the task.
one evidence of a chemical
reaction.
*See Appendix B: Worksheets
After 10 minutes, the teacher will The chosen group will present
choose three as groups to their findings and answers from
present their findings from the the activity in the class.
activity in the class.
The teacher will give feedback
on the answers of each group The learners will engage in the
and discuss the concept of discussion and listen to the
each activity. The teacher will explanations of the teacher.
also grade each group using the
rubrics in Appendix A.
Group 1,2 and 3: Formation of Iron Acetate
Guide Questions:
After mixing all the ingredients, As the ingredients were being
what can you observe in the combined it was a clear
solution? solution before the salt was
added.
What happened to the solution -After the nails were
after the nail was submerged in submerged, we could see
the solution? bubbles clinging to the nail.As
E. Developing Mastery the reaction progressed, a
(Leads to Formative yellow-brown color slowly
Assessment) 10 mins spread through the solution."
Does the experiment show - yes
evidence of a chemical - change in color
reaction? If yes, state all
evidence that can be observed.
The teacher will show the
chemical equation of the
formation of iron acetate.
Group 4,5 and 6: Milk Curdle
Guide Questions:
Is there any observable change Yes, you can now see
in the mixture? If yes, curds. Different from
enumerate. the previously smooth
milk. There is now
precipitate after the
lemon juice was added.
Does the experiment show - Yes
evidence of a chemical - formation of precipitate
reaction? If yes, state all
evidence that can be observed.
The teacher will show the
chemical equation of the
curdling of milk
The teacher will ask a learner to Expected answers:
answer True if the statement is
correct or False if not. 1. False
2. True
1. Precipitate formation is a
physical change, not a
chemical reaction.
2. A color change in a
substance can indicate the
formation of a new product in a
chemical reaction.
F. Finding practical What are the real-life examples Expected answers:
application of of chemical reactions that show - Water treatment
concepts and skills in evidence of chemical - Rusting of Iron
daily living (6 mins) reactions? - Ripening of fruits
G. Making generalization The teacher will ask: Expected answers:
and abstraction about Based on your experiments, Precipitate formation and
the lesson (1 min) what are the different evidences change in color
of chemical reaction?
A 5-item multiple choice test will The learners will answer the
be conducted and flashed on quiz.
H. Evaluating learning (3 the screen.
mins)
*See attached file labeled
Appendix C*
I. Additional activities for Assignment:
application or On a ½ crosswise paper, write The learners will submit their
remediation one example of a material in assignments at the next
your home that undergoes a meeting.
chemical reaction. Observe the
reaction carefully and identify
the evidence (either change in
color or formation of precipitate
only) that indicates a chemical
reaction is taking place.
VI-Remarks
VII-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 worked? 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 this
work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material did I use/discover
which I wish to share with other teachers?
Appendix A: Rubrics for Laboratory Group Performance
Criteria 1 pt. 2 pts. 3 pts. 4pts
Ability to Answered 1 Answered 2 Answered all Answered all
respond to question correctly questions questions questions
questions correctly correctly, some correctly without
with prompting prompting and
hesitation
Follow Used no direction, Followed the Followed printed Followed printed
Directions not focused. The printed guide, guide, once got guide, and did
teacher redirected two or more off track, not get ahead
more than 3 times times got off self-redirected of the directions
track, the
teacher
redirected
Follow No use of safety Safety Safety Always used
laboratory procedures and or procedure and procedure and safety
safety equipment equipment used, equipment used, procedures and
but with 2-4 but with one equipment
infractions infraction
Working Group did not work Group at times Group worked Group worked
cooperatively together worked together well during the well together,
(in sub groups) activity peer interaction,
mentoring
Behavior The group is too There are some There is little The group is very
noisy members of the noise coming well-behaved
group who are from the group
misbehaving
Cleanliness The working area is The working The working The working
too messy area is a little bit area is clean, area is very neat
clean,n and though there is
some bits of still dirt found on
trash are present their place
Group Members:
Experiment Title: Formation of Iron Acetate
Materials:
● An iron nail ( not galvanized)
● A clear glass
● 4 tablespoons hydrogen peroxide (3%)
● 1 tablespoon distilled white vinegar
● 1⁄2 tablespoon table salt
● Safety glasses or goggles to protect your eyes
● A pair of gloves
Procedure:
1. Put the hydrogen peroxide, vinegar, and 1 teaspoon of salt into the clear glass. Mix it until all
the salt is dissolved.
a. After mixing all the ingredients, what can you observe in the solution?
____________________________________________________________________________________________
______________________________________
2. Submerge the nail in the mixed solution.
a. What happened to the solution after the nail was submerged in the solution?
____________________________________________________________________________________________
______________________________________
b. Does the experiment show evidence of a chemical reaction? If yes, state all
evidence that can be observed.
____________________________________________________________________________________________
_____________________________________
Group Members:
Experiment Title: Milk Curdle
Materials:
● 1/3 cup of milk
● 1 tablespoon lemon juice
● Plastic Cup
● Spoon
Procedure:
1. Put 1/3 cup of milk in a plastic cup.
2. Put 1 tablespoon of lemon juice into the plastic cup with milk. Using a spoon,
swirl the mixture lightly.
a. Is there any observable change in the mixture? If yes, enumerate.
____________________________________________________________________________________________
______________________________________
b. Does the experiment show evidence of a chemical reaction? If yes, state all
evidence that can be observed.
____________________________________________________________________________________________
_____________________________________
Appendix C: Multiple-choice test
Direction: On a 1⁄4 sheet of paper, write the letter of the correct answer.
1. During a lab experiment, two clear solutions are mixed and a yellow solid forms at the bottom
of the beaker. What is the best explanation for this observation?
A. A physical change occurred
B. A new gas was formed
C. A precipitate formed, indicating a chemical reaction
D. The temperature dropped, so the solid froze
2. What evidence would best suggest a chemical reaction has occurred when mixing two
substances?
A. Change in volume
B. Change in color
C. Increase in mass
D. Dissolution of a solid
3. After mixing two solutions in a test tube, a cloudy substance forms and settles. This is an
example of:
A. Evaporation
B. A precipitate forming
C. Boiling
D. Condensation
4. Which of the following observations is NOT a typical evidence of a chemical reaction?
A. A color change occurs
B. A solid forms from two liquids
C. Bubbles are produced
D. Ice melts into water
5. A learner performs an experiment and observes a color change from blue to green. What
conclusion can the learner draw?
A. The solution was diluted
B. A chemical reaction likely occurred
C. The experiment failed
D. The temperature increased
