Unit IV: Matters and Its Interactions CO 1

School: Tanza National Trade School Grade Level: Grade 10

Teacher: Apple C. Belgica Learning Area: Science
GRADE 10 Teaching Dates: WEEK 6: March 19, 2025 Grading Period: 4 Quarter
th
Daily Lesson
Log Time/Place: 10:00 – 11:00 / DepEd Bldg 2 Grade & Section: G10 - Tanzanite

Day 1 Indicators
I. GRADE LEVEL
STANDARDS
At the end of the session the learners should be able to demonstrate the
A. Content understanding of:
Standards  Chemical reactions associated with biological and industrial
processes affecting life and the environment.
B. Performance  Used any form of media to present chemical reactions involved
Standards in biological industrial processes affecting life and environment.
C. Learning
 Apply the principles of conservation of mass to chemical
Competencies/
reactions.
At the end of the lesson, the learners should be able to:
 Analyze and interpret data on the properties of substances
before and after the substances interact to determine if a
chemical reaction has occurred.
Objectives
 Gather observable data from simple experiments that will show
chemical reaction occurs using simple substances present at
home.
 Appreciate the importance of the evidence of chemical reaction.
D. CONTENT/ Chemical Reactions: Evidence of Chemical Reaction
LESSON S10MTIVe23
II. LEARNING
RESOURCES
A. References
1. Teacher’s
283 – 286
guide pages
2. Learner’s
materials 403 – 408
pages
3. Textbook  Indicator#3:
pages Ensured the
4. Additional positive use of
Materials from ICT to facilitate
Learning Science 10 LeAP the teaching and
Resource (LR) learning process -
Learning
portal resources
B. Other Learning  https://quizizz.com/admin/presentation/
Resources 64807c0820f80b001d39805a?qcSave=true
III. Procedures
A. Introduction
 Routinary Activity  Indicator#4:
Used effective
Teacher’s Activity Student’s Activity verbal and non –
Good morning, class! Good morning,ma’am. verbal classroom
communication
Before we start our class for today, (Students follow the instructions strategies to
kindly arrange your chairs properly properly) support learner
and make sure that your places understanding,
are well organized and distraction- participation,
free. engagement and
Leaders, is there anyone absent None ma’am.
from your groupmates today?
achievement. –
Routinary
Okay good! Activity

 Recall  Indicator#6:
 The teacher will use graphic organizers such as web concepts to Applied a range of
successful
recall the past lesson which is Chemical Reaction. She/He will
Chemical Reactions: Evidence of Chemical Reaction
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Unit IV: Matters and Its Interactions CO 1
let the learners write words/s that are related to words inside the strategies that
circle. Then, learners will cite on how the word/s are related? maintain learning
environments that
motivate learners
to work
Chemical Reaction productively by
assuming
responsibility for
their own learning
- Recall

 Indicator#2:
 Science Vocabulary Used of teaching
strategies that
 Using WORD SEARCH given on the board, students will search enhance learner
for 5 mystery words. To understand each word, they will use the achievement in
FRAYER MODEL Vocabulary Graphic Organizer to be Literacy skill using
submitted at the end of the lesson. Word Mapping. –
Precipitate, Bubbles, Warm, Product, and Smoke Recall, Frayer
Model as
Vocabulary
 Priming Graphic
Teacher”s Activity Student’s Activity Organizer. –
Science
How do you know if a certain change Vocabulary
that has taken place involves a chemical How, ma’am?
reaction? What indicators/ evidence  Indicator#1:
should be present to consider it a Are there any indicators/evidence that
we could observe? Applied
chemical reaction?
knowledge of
Nice, question class. content within and
across curriculum
Let us proceed. I have here a set of teaching areas. –
pictures, and I want you to observe them Priming
properly. Based on your prior knowledge  Intradisciplinary
about chemical change, choose the (Students follow instructions.) – G8 Science
picture that illustrates chemical change (S8MT-IIIa-b-8)
and give evidence of the chemical
change.

a. Change in color
b. Change in color
c. Production of light/
temperature change/change
in color
d. Change in odor
e. Change in color
f. Change ion color

Great!

All those images illustrate chemical

change because of the evidence present
in their structure. Whenever there is a
chemical change, we can say that there
is always a chemical reaction.

Let us know more about chemical (Learners read the given objectives set
reactions. But before that who wants to by the teacher.)
read our objectives for today.

Very good!

To be able to achieve our objectives for (Students will go with their respective
today we will conduct a short experiment groups to prepare their material for the
by groups. short experiment.)
Chemical Reactions: Evidence of Chemical Reaction
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Unit IV: Matters and Its Interactions CO 1

 Pre-Activity/Establishing a purpose for the lesson  Indicator#4:

 The teacher will perform a demonstration of 5 different changes Used effective
using various materials. After each “changes”, the learners will verbal and non –
verbal classroom
discuss whether the change is a physical change or chemical communication
change. strategies to
a. Stir salt into a glass of water and have it dissolved. support learner
b. Place 3 drops of iodine on a piece of cracker understanding,
c. Change the shape of the playdough. participation,
d. Add mentos to a can of soda. engagement and
e. Melt chocolate over a flame. achievement. –
Pre – activity

B. Developmental  Indicator#2: Used

 Activity Proper
 Learners will divide per group, each group composed of different a range of
learning ability which allows them to collaborate with one teaching
another. They will go to different stations set up in the strategies that
enhance learner
classroom. They will be given 10 minutes to finish their task in achievement in
each station. Due to limited time rotation is not possible, instead, numeracy skills. –
each group will present their observation for the whole class Activity Proper –
when the 10 minutes is already finished. (See attached time
Laboratory Sheet) management.
(TN: The teacher gives some precautionary measures in conducting  Indicator#7:
the experiment in their respective station specifically when dealing Designed,
with acid substances and those substances that release smoke that adapted and
may harm the learners, especially those learners that have allergic implemented
reactions with this substance or smoke.) teaching
strategies that are
responsive to
learners with
disabilities,
giftedness and
talents. Activity -
groupings

 Indicator#8:
Planned and
delivered teaching
strategies that are
responsive to the
special
educational needs
of learners in
difficult
circumstances,
including:
geographic
isolation; chronic
illness;
displacement due
to armed conflict,
urban
resettlement or
disaster; child
abuse and child
labor – Activity
Proper – citation
of precautionary
measures during
conducting
 Analysis experiment.
 After the exploration, students regroup to share and exchange
their observations and findings from their respective station.
Each group presents their data and explains the chemical
reactions observed, using appropriate scientific terminology.
 During analysis, the teacher provides a table of observation to
be filled out by each group to present their observation during
Chemical Reactions: Evidence of Chemical Reaction
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Unit IV: Matters and Its Interactions CO 1
the experiment.

 Abstraction  Indicator#3:
Ensured the
 Discuss the key concepts of the topic. The teacher uses power positive use of
point presentation during the discussion. ICT to facilitate
 The teacher facilitates the discussion by providing definitions of the teaching and
key terms (reactants, products, exothermic, endothermic and learning process
– Abstraction,
evidence/indicator of chemical reaction) and reinforcing used of
concepts through mini-lectures or visual aids. modified PPT.
 Indicator#4:
Used effective
verbal and non –
 Generalization verbal classroom
communication
strategies to
 To summarized, the teacher asks a question: “How do you know support learner
when chemical reaction has occurred? understanding,
 Students will be given pictures showing chemical change, they participation,
will identify the evidence shown during the reaction. engagement and
achievement. –
Teacher’s Activity Student’s Activity Generalization
What can you say about this The picture is all about the reaction
picture? of vinegar and baking soda
because when these two combines
together, small bubbles form.

Okay, how about the next picture? It is a picture of a rusted nail.

C. Engagement
Why do you think that nails get Nails get rust because they are
rust? being exposed to oxygen.
Let us proceed to the last picture. It is all about the digestion of
human ma’am.

Do you ever wonder how the Yes ma’am.

digestion of food takes place?
Any idea class? As we put our food in our mouth,
there is an enzyme in our saliva
that breaks down sugars and other
carbohydrates into simpler forms  Indicator#7:
that our body can absorb. Designed,
Very well said. adapted and
implemented
 Application teaching
strategies that are
 Ask the learners about the importance of knowing the evidence responsive to
of chemical reaction in their own understanding of the lesson. learners with
disabilities,
giftedness and
talents. –
Application.
D. Assessment
 Indicator#7:
 Evaluation Designed,
adapted and
Choose the letter of the BEST answer. (TN: The teachers read implemented
the questions twice aside from flashing the questions on the teaching
Chemical Reactions: Evidence of Chemical Reaction
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Unit IV: Matters and Its Interactions CO 1

strategies that
monitor to consider different learning capabilities and abilities of are responsive
learners and their status.) to learners with
1. Which of the following examples shows that a chemical reaction disabilities,
giftedness and
has occurred? talents. –
Evaluation.
A. A rock breaks into smaller pieces when it is struck with a
hammer.
B. Rust forms on a hammer that has been left outside to long.  Indicator#8:
C. A cup of water turns pink when a few drops of red food coloring Planned and
are added. delivered
D. A solid is formed when heat is removed from a sample of water. teaching
strategies that
are responsive
2. A student places a piece of a potato into a container of hydrogen to the special
peroxide. One observation the student makes is that bubbles educational
form around the potato. What do the bubbles indicate? needs of
A. could show that a gas is forming. learners in
difficult
B. always rise to the top of a liquid. circumstances,
C. are almost always perfectly spherical. including:
D. usually burst after a few minutes. geographic
isolation;
chronic illness;
3. Hydrogen peroxide breaks down to form water and oxygen displacement
gas. Which observation is evidence that a chemical reaction has due to armed
occurred? conflict, urban
resettlement or
disaster; child
A. The mass of the solution remains the same. abuse and child
B. Phase changes are observed. labor –
C. The color of the solution remains clear. Evaluation.
D. The temperature of the solution increases.

4. Which of the following is an example that includes evidence of a

chemical reaction?

A. A sample of zinc is placed in water, and it settles to the bottom.

B. A solid block of ice is heated, and it completely melts into a
liquid.
C. Sugar that is burned gives off an odor and turns brown and then
black.
D. A tomato is placed into a blender and chopped up into smaller
pieces.

5. Which of the following evidence shows that chemical reactions

take place?

A. a new substance has formed.

B. a solid dissolved in a liquid
C. interaction between 2 gases
D. a change in the state of matter

IV. Reflections
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 these
work?
F. What difficulties did I encounter which my principal or
Chemical Reactions: Evidence of Chemical Reaction
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Unit IV: Matters and Its Interactions CO 1
supervisor can help me solve?
G. What innovation or localized materials did I used/discover
which I wish to share with other teachers?
V. Remarks
Observation Notes:

Prepared by: Checked by:

Apple C. Belgica MARLENE M. IROG, LPT

Science Teacher HT IV- Science Department

Chemical Reactions: Evidence of Chemical Reaction

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