Poblacion, Santo Tomas, Isabela 3327

SCIENCE - 10
Semi Detailed Lesson Plan
2nd Classroom Observation
June 23, 2022

A. Content Standards: The chemical reactions associated with biological and industrial processes
affecting life and the environment.

B. Performance Standards: Using any form of media, present chemical reactions involved in
biological and industrial processes affecting life and the environment.

C. Learning Competencies with Code: Apply the principles of conservation of mass to chemical reactions
S10MTIVe-g-23.

I. OBJECTIVES:
*Annotation: Bloom’s Taxonomy of learning is a hierarchical model that categorizes learning objectives into varying levels of
complexity, from basic knowledge and comprehension to advanced evaluation and creation (Ruhl, 2021). This can be useful for
course design because the levels can help you move students through the process of learning, from the most fundamental
remembering and understanding to the more complex evaluating and creating (Forehand, 2010), thus, I have used verbs identify,
describe and create for the cognitive, affective and psychomotor.
1. Identify the signs/evidences of chemical reaction.
2. Describe some chemical changes that you observe in your home or school.
3. Create a simple essay explaining the impact of chemical reactions in our life.
II. SUBJECT MATTER:
A. Topic: Evidences of Chemical Reactions
B. References: Science 10, Module 3, pp 1-7.
C: Materials: power point, Manila paper, modules, paper and ballpen, marker
downloaded pictures, vinegar, baking soda, empty bottle, spoon, Ziploc, chocolates
*Annotation: Chocolate is use as a reward to the learners. According to behavioral learning theory, when teachers reward their
class or certain students with a party or special treat at the end of the week for good behavior throughout the week. The same
concept is used with punishments. The teacher can take away certain privileges if the student misbehaves.
D. Subject Integration: English,

III. PROCEDURES:
A. Review and Motivation:
a. What have we discussed last meeting?
b. What does it mean by physical change?
c. What is chemical change?
In order to check if you really understand our topic last meeting, I have prepared an activity. Consider the
following examples of changes. Classify them as Physical or Chemical change. You are given 5 seconds to
answer and write it on your slate’s boards.
*Annotation: The theory behind the activity “classify me” is the theory of constructivism by Jean Piaget which states that learners
construct knowledge rather than just passively take in information. His theory can be seen in the activity as the students create
knowledge through the interaction between their past experiences and ideas in order to classify the given pictures..
1. Ice cream melts under the sun – physical change
2. Rotting of banana- chemical change
3. Dissolving sugar in water- physical change
4. Crushing chunks of ice – physical change

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 5. Milk turning sour – chemical change

B. Presentation: Good job everyone! Now that you know the difference between the two changes of
matter, how can you tell whether a change in matter involves a chemical reaction? Often, there is an
evidence. For today’s lesson we will be tackling about the different evidences of chemical reactions.
1. What evidences/signs should be present to consider that a chemical reaction occurred?
2. Do the Activity to help you identify those signs/evidences of chemical reaction.

The students will be given different activities to do for 15 minutes. Afterwards, each groups will then given
2-3 minutes to present their outputs.

*Annotation: The Jigsaw strategy was used in this activity. It is a strategy in which a group of students are task to become
“experts” on a specific text or body of knowledge and then share that with another group of students. This strategy offers a way to
help students understand and retain information while they develop their collaboration skills (Unknown, 2022).

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*Hands-on approach was also used for the students are task to do the activity in order to answer the following questions. In this
approach, Dewey believed that human beings learn through a 'hands-on' approach. This places Dewey in the educational
philosophy of pragmatism. Pragmatists believe that reality must be experienced. From Dewey's educational point of view, this
means that students must interact with their environment in order to adapt and learn (Jordan, 2022).

Hand-out:

*Annotation: I have decided to use a hand-out in the activity that will serve as another reference for the students. According to
Janis Mikits in his book The Use of Classroom Handouts that was published on the year 2009, handouts are very useful tool that
enhances the learning process. It will also cater the visual learners that best learn when reading or seeing something.

C. Discussion: The students will do their given task for 15 minutes and will answer the following
questions.
1. What changes did you observe in your experiment?
2. Do you think that chemical changes occurred? Why or why not.
3. What evidence of chemical change have you observed?
4. Can you sight other examples in your home or school where similar observation has occurred?
*Annotation: I believe that an important part of our professional practice is to reflect on our teaching and, in the best traditions
of quality assurance inspections, ask ourselves whether there is evidence of learning taking place in our students. To answer this
question, the teaching methods used and the approach to study adopted by the students have to be considered. Teaching methods
may be considered as lying on a continuum from being high in student participation and control, to high in teacher participation
and control, where the traditional, formal lecture lies (Brown, 1993). Studies show that when presenting their own outputs,
students learn how to speak in front a group, a broadly applicable professional skill. They learn how to prepare material for
public presentation, and practice (especially with feedback) improves their speaking skills (Weimer, 2013).

D. Application: “Find Me”

In this activity, pictures will be flash in front. Your task is to see the evidences of chemical reactions present
in the pictures. Raise your flags for you to be recognized.

E. Values Integration:
Covid19 pandemic has really made a big impact in everybody’s life. Now, as a student of Santo Tomas
National High School can you give an evidence or instance where Covid19 changes your life and how did
you overcome it?
*Annotation:
F. Generalization: “Complete Me!”

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 Incomplete sentences will be posted in front. Your task is to complete the sentences using the context clues
given. Choose your answer on the word box that is provided.
*Annotations: in order to answer this activity, the students must look for the context clues. Context clues are hints found within a
sentence, paragraph, or passage that a reader can use to understand the meanings of new or unfamiliar words. Learning the
meaning of a word through its use in a sentence or paragraph is the most practical way to build vocabulary, since a dictionary is
not always available when a reader encounters an unknown word (Unknown, 2005).

Chemical reaction is a process in which one or more substances are converted to one or more
different substances. In other words, it is the process where a material is transformed into a new one,
possessing a new composition. It is usually accompanied by production of light, formation of precipitate,
evolution of gas, change in color of the material or there is a change in the temperature. These events can be
readily observable by our five senses.

G. Evaluation: (Paper and pen)

Directions: Answer the 10-item test in a clean sheet of paper.
1) Which of the following materials undergoes chemical change?
a. Cutting of stainless metal plates
b. Crushing chunks of ice
c. Dissolving sugar in water
d. Rotting of tomatoes
2) Some changes are readily observable when chemical reactions take place. Which of the following
evidences of chemical change explains the curding of milk?
a. Evolution of heat and light d. Production of mechanical
b. Evolution of gas energy
c. Formation of precipitate
3) Which of the following do not show evidence of chemical reaction?
a. Digestion c. Rusting of metal
b. Cut papers d. Ripening of banana
4) Which of the following demonstrates that new substance can be formed from chemical reaction?
a. Helium-filled balloon c. Milk souring
floating d. Water evaporating
b. Iron bending
5) During chemical reaction, which of the following is least likely to occur?
a. No changes are observed.
b. Products usually have different properties.
c. Visible chemical changes.
d. It yields one or more products.
H. Assignment:
After you have learned the evidences of chemical reaction, your task is to look for the different types of chemical
reactions. Share your readings in the class tomorrow.
Reference: Grade 10 module 4, quarter3 pages 8-9.
Guide questions:
1. What are the different types of chemical reaction?
2. Differentiate the different types of chemical reactions from each other.
3. Give real life examples of each types.

Prepared by: Checked and Verified: Noted:

CHRISTINE JOY B. RAMOS ERNESTO B. SUYU MARIBEL G. SARAMBAO

Teacher I Master Teacher II Teacher III/Department Coor.

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