A DETAILED LESSON PLAN IN SCIENCE GENERAL

CHEMISTRY 2 (Grade 12)

Content Standards: The learners demonstrate and understand on how to balance a
chemical equation.

I. OBJECTIVES:
At the end of the lesson, the students should be able to:
a. describe the difference between coefficient and subscripts and reactant and
product in a chemical equation;
b. recognize whether a chemical equation containing coefficients is balance or not;
and
c. solving balancing chemical equation.

II. SUBJECT MATTER:

Topic: BALANCING CHEMICAL EQUATION
Competency code: (S11/12PS-IIIf-h-25)
Reference: P. 3 CG Physical Science, Chemistry for the health science 8th edition
(George I. Sackheim and Dennis D. Lehman), Exploring life through
science series
Authors: (B. Wisner, P. Blaikie, T. Cannon, and I. Davis)
Materials: Manila paper, Felt tip pen, Scotch tape, Laptop etc.
Time allotment: 1 hour
Strategy: Collaborative and Cooperative Learning

III. PROCEDURES
Teacher’s activity Students’ activity

A. Preliminary Activities
a. Prayer
Let us pray to be led by Jc. (Students’ Praying)
b. Greetings
Good afternoon class Good Morning, Sir Marvin
Take your seats. arrange your
Chairs and pick up some pieces
of papers (the students arrange and
pick some paper and seat)
c. Checking of Attendance
Jenny, please check the
attendance. List your classmates
who are absent today. Jenny : all are present
today sir,

Very Good! Everyone is present.

d. Setting of Standards
Now, before we start lets have an
Agreement turn off your cell phone
or put it in a silent mode and keep it
in your pocket , Sit properly , quit and
listen. If you have question and addition
raise your hand for you to be recognize.
If i give an instruction about the activity
listen carefully so that you will understand
what to do.
 Am I clear? Yes , Sir.

Can I expect those things from you class? Yes sir!

Very Good!

e. Review
Class, yesterday we discussed about
chemical change.

Now, who can tell me what is chemical

change all about? Yes , Julie
Julie: Chemical change – is a
change of materials into
other, new materials with
different properties and one
or more new substance are
formed.
Very good ! thank you Julie

What are the types chemical

Reaction/ change? Yes, Dexter?
Dexter: the types of
chemical reaction are
combination, combustion,
single and double
displacement and
decomposition
Very good! Thank you Dexter

Do you have any questions and

clarifications about chemical change and
the types of chemical reaction?
No, Sir.
Okey let’s move on to our next topic.

B. Developmental Activities

a. Motivation

This time we are going to have a game

This game entitled “ oh balance”
I will group the class into 3 groups. These
will be the group 1, group 2 and the group 3.

Procedure:
1. Each group must select 1 representative to stand in front of the group to be a
human balance scale.
2. Each representative will wear the balance scale in his/her head.
3. Each member of the group will pick 1 stone to put in the balance scale.
4. Each group will create their own strategy how to balance the stone in the
balance scale in 1 minute.
5. The group that can balance the stone first before the time is up will declare as
the winner.

Any question? No , Sir

 Very good! Let’s start , timer start now.

(timer start ) (students are

Playing )

Based from the game, what did you

observe? Yes, Angelie?

Angelie : Based
from the game I
observed it’s not easy
to balance the stone I
need to find a good
strategy in order to
balance it correctly

Very good! Thank you Angelie

What is the game all about? Yes, Ayessa. Ayessa: The game
is about the
balancing chemical
equation
Very Good! Thank you, Ayessa.

C. Lesson Proper

Our topic for today is all about

Balancing chemical equation.

A chemical equation is a representation of

a chemical reaction; the formulas of the reactants
(on the left) are connected by an arrow with the
formulas of the products (on the right).

But before we proceed to our discussion

let us familiarize some terms that are very
useful in our discussion.

C1. Unlocking of difficulties

Definition of Terms
Reactants - the substances you start with
(the ones reacting)
Products- the substances you end up
with (the ones produced)
Chemical equation - Describes a chemical
change.
Subscript - shows how many atoms of
an element are in a molecule.
Coefficient - shows how many molecules there
are of a particular chemical.

a. Activity

This time we will have another

activity entitled “How Oh why”
 Activity No. 1
“How Oh Why”

Objective:

a. to be able to explain rules of balancing chemical equation.

b. to know how to solve balancing chemical equation

Materials:
- Manila Paper
- Felt tip pen
- Fact sheets

Procedures:

The class will be divided into 3 groups

and each group will be given a manila paper, fact
sheet. Each group will be given 5 minutes
in answering the questions. Afterwards, select one
representative to discuss in front and we’ll do it
simultaneously.

Now, select your leader to pick your topic.

Leaders come here in front.

Any question? No, Sir.

Am I understood class? Yes Sir.

Questions from Group 1.

Q1. What is balancing chemical equation?

Q2. What is the relationship of balancing chemical
equation to the “law of conservation of mass “
Q3. Differentiate reactant and product.

Questions from Group 2.

Q1. Explain the symbols used in the equation.

Questions from Group 2.

Q1. What are the rules in balancing chemical equation

Q2. Differentiate subscript and coefficient.

For you to be guided with our activity

this day, I have here the rubric:
 Criteria Outstanding Satisfactory Developing
5 points 4 points 3 points
All members contribute in 90% of the members 80% of the members
the completion of the contribute in the contribute in the
Organization assigned task. completion of the completion of the
assigned task. assigned task.
Presentation of Presentation of Presentation of
information is in depth information includes information includes
and comprehensive and essential knowledge about essential knowledge
Content strongly adheres to the the topic. about the topic but
theme. there are 1 to 2 factual
errors.

Exhibit makes excellent Exhibit makes substantive Exhibit makes minimal

use of styles and artistry use of styles and artistry use of styles and
Creativity to enhance the content. to enhance the content. artistry to enhance the
content.

All presenters spoke with Most presenters spoke None presenters spoke
appropriate eye contact with appropriate eye with appropriate eye
volume tone use of contact volume tone use contact volume tone
Presentation pauses and gestures. of pauses and gestures. use of pauses and
skills All presenters were well Most presenters were well gestures.
prepared and spoke with prepared and spoke with None presenters were
confidence confidence well prepared and
spoke with confidence

Are we clear class? Yes,Sir.

You may now start.

After 5 minutes

Now, prepare the group representatives

for reporting and at the same time we’ll check
your output together .

Let’s start! Group 1

Reporting!

Thank you Group 1.Let’s give a boom clap

to group 1. (students clap)

Let’s proceed to group 2. Group 2

Reporting!

Thank you Group 2.Let’s give aw clap

to group 2. (students clap)
Let’s proceed to group 3. Group 3
Reporting!

Thank you Group 2.Let’s give a wow clap

to group 3. (students clap)

b. Analysis

Are there any questions regarding the topic

class? None, Sir.

Okay, to add more information about our

topic this afternoon, let’s review your work.

chemical equation is a representation

of a chemical reaction; the formulas of
the reactants (on the left) are connected
by an arrow with the formulas of the products
(on the right).

The Law of Conservation of Mass states:

that mass is neither created nor destroyed i
n any chemical reaction. Therefore balancing
of equations requires the same number of atoms
on both sides of a chemical reaction.

The number of atoms in the Reactants must equal

the Number of atoms in the Products.

Because of the principle of the Conservation

of Matter, an equation must be balanced.
It must have the same number of atoms of the
same kind on both sides.

SYMBOLS IN CHEMICAL EQUATIONS

SYMBOL FUNCTION

+
Written between the symbols
and / or formulas of reactants or
products
Left side : read as “combine
with” or “reacts with”
Right side: read as “and”
Separates reactants from
products
Read as “ yields” or “produce”
( s) Indicates a solid reactant or
product
( l) Indicates a liquid reactant or
product
(g) Indicates a gaseous
product
reactant or

(aq) Indicates that the reactant or

product is in an aqueous
solution
( homogeneously dispersed in
 water)
Indicates that heat must be
supplied to reactants before a
reaction occurs
catalyst The substance written above the
arrow is a catalyst or a solvent

Rules
1.) The formulas of the reactants and products cannot
be changed, do not alter subscripts or charges.
2.) The only numbers that can be changed are the
numbers indicating how many molecules or atoms,
which are called coefficients.
3.) A coefficient is assumed to be one if there is not a
number in front of the molecule or atom.
4.) In order to be balanced, there must be an equal number
of each type of atom on both the reactant and product
side of the reaction.
5.) It is generally required that the coefficients are
whole numbers.

c. Abstraction

Class, to understand more about our topic this

afternoon I have here some questions and all you
have to do is to raise your right hand to answer.
Am I clear class? Yes Sir!

First, why do we need to know the balancing

in chemical equation?
Yes, John Kenneth?
John Kenneth: We need to
know the balancing in
chemical equation for us to
know how a substance react
to another substance and to
how strong the reaction is.

Very Good! Thank you John Kenneth.

Now, why do we need to know what chemical
or substance is involve in a solution?
Yes, Ira?

Ira : We need to know what

chemical or substance for us
to be aware how strong the
chemical is.
Very good! Thank you, Ira.
Are there any questions class? None Sir!

d. Application

Now, analyze the situation.

Gina and Alex wanted to make a soap as
their experiment in science but they don’t how.
Can you help them what to do?

Questions:
What can you suggest to the Alex and Gina?
Yes, Kenneth? Kenneth: I suggest they should
know first the chemical to used
and then formula or the equation
in making soap.
Very good! Thank you, Kenneth.
How can you explain to them the importance
of chemical equation in making a soap?
Yes, Joven? Joven: I will explain to them
that in making a product they
should know first the chemical
and then the equation of a
product.
Very good! Thank you, Joven.
Any questions or addition?
No, Sir!

IV. Evaluation

Directions: In your ½ crosswise sheet of paper, balance the

Following:

1.) ___N2O5 → 2N2 + ___O2

2.) ___C5H12 + 8O2 → ___CO2 + ___H2O

3.) ___C8H18 + ___O2 → 16CO2 + ___H2O

4.) ___HOCl + ___C → 2H2O + ___CO2 + ___Cl2

5.) ___AlCl3 + ___H2O → Al(OH)3 + ___HCl

V. ASSIGNMENT

The same group in reporting, what will you do is to

make a research paper. You choose a product and
research the chemical property and formula / equation
in creating those product. Show the equation and
procedures and report that in class.

You will be graded base on the rubrics.

 Criteria Outstanding Satisfactory Developing
25 points 20 points 15 points
All members contribute in 90% of the members 80% of the members
the completion of the contribute in the contribute in the
Organization assigned task. completion of the completion of the
assigned task. assigned task.
Presentation of Presentation of Presentation of
information is in depth information includes information includes
and comprehensive and essential knowledge about essential knowledge
Content strongly adheres to the the topic. about the topic but
theme. there are 1 to 2 factual
errors.

Exhibit makes excellent Exhibit makes substantive Exhibit makes minimal

use of styles and artistry use of styles and artistry use of styles and
Creativity to enhance the content. to enhance the content. artistry to enhance the
content.

All presenters spoke with Most presenters spoke None presenters spoke
appropriate eye contact with appropriate eye with appropriate eye
volume tone use of contact volume tone use contact volume tone
Presentation pauses and gestures. of pauses and gestures. use of pauses and
skills All presenters were well Most presenters were well gestures.
prepared and spoke with prepared and spoke with None presenters were
confidence confidence well prepared and
spoke with confidence

Prepared by:

Marvin S. Fernandez
TEACHER - I