DETAILED SCIENCE LESSON PLAN
GRADE LEVEL
10
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/
Objectives (Write
the LC code)
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson or
presenting the
new lesson
QUARTER / DOMAIN
Fourth Quarter
WEEK & DAY
NO.
__1 (Day 1)___
PAGE NO.
1
Distinguish the evidences of chemical reaction
The learners demonstrate an understanding of the chemical reactions associated with
biological and industrial processes affecting life and the environment.
The learners shall be able to use any form of media, present chemical reactions
involved in biological and industrial processes affecting life and the environment.
The learners should be able to apply the principles of conservation of mass to chemical
reactions. S10MT-IVe-g-23
Evidences of Chemical Reaction
Pages 407-408
Pages 407-408
Page 139
Teacher’s Activity
Everybody stand. Jericho, lead the prayer.
Good Morning class!
Students’ Activity
(students will stand)
In the name of the Father…Amen
Good Morning Mr. Monday!
Before you take your seats, arrange your
chairs and observe proper alignment, pickup the garbage and throw those into the
garbage can.
Are you done?
Yes sir.
You may now take your seats.
(student sit)
Who are the Absentees for this morning?
None sir.
Okay very good!
Now, before we start our discussion, I
would like to remind you our classroom
rules the ABCD. A stands for “avoid
cheating”, B for “be respectful”, C for
“cooperative”, D for “don’t be late”.
Are our classroom rules clear to you
class?
Yes sir.
Okay, very good!
ELICIT
Before we are going to proceed to our new
topic, let’s have a quick review about our
previous lesson.
What was our topic all about?
Very good!
Who can give me the definition of Ideal
Gas Equation?
Very good! Now, what is the equation of
ideal gas law?
Sir last time we’ve discussed the ideal gas
law.
Ideal gas equation is useful in illustrating
the relationship among the pressure,
volume, temperature, and number of
moles of a gas.
The equation of ideal gas law is PV=nRT.
Where, P is pressure, V is volume, n is the
amount of gas in moles, R has a constant
value of 0.0821 L.atm./mol.K
Very good! All of you got the correct
answer.
B. Establishing a
purpose for the
lesson
ENGAGE
Motivation
Let’s have an activity. I have here
scrambled/cut pictures, what are you going
to do is to arrange it into its original form.
Since I have here 4 pictures, I want 4
volunteer to come here in front and
arrange it. I’ll just give you 60 seconds to
do the activity. After 60 seconds you will
present your output in front and give your
insights on the picture that is being form.
Do I make my instructions clear class?
Then. Let’s start! Your time starts now!
Yes Sir!
(students are performing the activity)
Okay, time’s up! Kindly present your work.
What are those pictures?
Based on the pictures that are being
formed, what do you think is the
reason/explanation why there was a
certain rusting?
Very good idea! How about the reason
why the yellow powder melted?
Very good! All of you got the correct
answer! This activity has something to do
with our topic for this morning. But before
that let us read first our lesson objective
for us to know what are the things to
achieve at the end of our discussion.
Everybody Read!
C. Presenting
examples/instance
s of the new
lesson
Now we are going to have an activity
entitled “Describe Me!”. I will be posting
pictures and what are you going to do is to
describe it. I have here a paper strips with
your names and I will pick five (5) names
to describe the pictures that I will going to
present.
Is my instruction clear class?
Let’s start the activity.
Rusting occurs because there is a
corrosion of iron or its alloys.
The yellow powder melted because it
reacts with the chemical that is added into
it.
At the end of the lesson, the students are
able to distinguish the evidences of
chemical reaction.
Yes sir.
First Picture
Student: I observed bubbles in mixed
solution
Second Picture
Student: I observed light in the mixed
substances sir
Third Picture
Student: I observed that there is a change
of colour in the solution
Fourth Picture
Student: I observed that there is a flame
produced
Fifth Picture
Student: I observed that the solution
moves up
Very good! You describe the pictures very
well class.
D. Discussing new
concepts and
practicing new
skills #1
E. Discussing new
concepts and
practicing new
skills #2
Now, let us have again an activity. I’ll
divide you into 5 groups, these 2 columns
will be the group “Feeling Blessed” and
you will be staying at the right side, the
next 2 column will be the group “Feeling
Contented” and you will be staying at the
left side, these 2 columns will be the group
“Feeling Loved” and you will be staying at
the right back and these 2 rows will be the
group “Feeling Excited” and will be staying
at the back left portion and the 2 columns
will be the group “Feeling Happy” and will
be staying at the center.
I have here an activity sheets, worksheets
and experimentation videos. Each group
has assign task and what you are going to
do to is to watch the video and take down
notes all important information. After
watching the video you are going to
answer the given activity sheet and your
worksheet. And I will be the one to choose
who will going to present the group output.
I will just only give you 7 minutes to do the
task.
Are my instructions clear class?
Okay kindly go to your respective group
silently.
Are you all settled class?
Very good! group representative kindly
come here in front and get your activity
sheets and kindly get ¼ sheet of paper
and write your group name and members.
Yes sir.
Yes sir.
I would like also to remind you class that
you will be graded according to this
performance rubric.
Criteria
Excellent
10 pts
Good
8 pts
Fair
6 pts
Poor
4 pts
Content
Presentation
had an amount
of information
and was
extremely
beneficial to
the class
Presenters
were all
confident in
delivery and
they did an
excellent job of
engaging the
class
Presentation
had a good
amount of
information and
benefited the
class
Presentati
on had
moments
where
information
was
lacking
Presenters
were not
consistent
with the
level of
confidence
but had
some
strong
moments
Presentation
contained
little
information
The group
members
sometimes
worked from
others’ ideas
The group
members
never worked
from others’
ideas
Presentation
Collaboration
Okay, your time starts now.
The group
members
always worked
from others’
‘ideas
Presenters were
occasionally
confident with
their
presentation
however the
presentation
was not as
engaging as it
could have been
for the class
The group
members
worked from
others ’most of
the time
Presenters
were
unconfident
and
demonstrated
little evidence
of planning
prior to
presentation
( after 7 minutes)
Okay time’s up! kindly post/work on the
board.
ACTIVITY SHEET
Group Feeling Blessed
Group Feeling Contented report your work.
I. Objective
 Distinguish evidences of
chemical reaction (Production
of light)
II. Materials
 Laptop, notebook, pentel pen
III. Procedures
1. Watch the experimentation
video.
2. Take down notes your observation
3.Answer the activity and worksheet.
Luminol, Beaking Powder, Copper
Sulfate and Hydrogen Peroxide
Reaction
Material
Observation
Appearance Appearance
Before
After
Reaction
Reaction
Luminol
Yellow
Powder
Hydrogen
Peroxide
Beaking
Powder
Copper
Sulfate
Colorless
Light glow
occurs
White
Powder
Light blue
solution
IV. Posing Question
Follow-up question:
1. When the four solutions was mixed what
chemical reaction occur that was very evident?
1. What happen when luminol, beaking
powder, copper sulfate and hydrogen
peroxide are mixed?
 The luminol soltion was
dissolved together with the
beaking soda and copper
sulphate.
Student: The chemical reaction that was very
evident was the occurrence of the light
Let’s give a hand for Group Feeling
Blessed
ACTIVITY SHEET
Group Feeling Contented
Group Feeling Contented report your work.
I. Objective
 Distinguish evidences of
chemical reaction (Evolution of
gas)
II. Materials
 Laptop, notebook, pentel pen
III. Procedures
1. Watch the experimentation
video.
2. Take down notes your observation
3.Answer the activity and worksheet.
Zinc Granules and Diluted Sulfuric
Acid Reaction
Material
Zinc
Granules
Diluted
Sulphuric
Acid
Observation
Appearance Appearance
Before
After
Reaction
Reaction
Gray in color
Hydrogen
gas was
formed
Colorless
IV. Posing Question
1. What happen when zinc granules
and sulfuric acid are mixed.?

Hydrogen gas was formed and
start to come out from the
solution as a bubble
Follow-up question:
1. When the zinc granules and diluted
sulphuric acid was mixed what chemical
reactions occur that was very evident?
Student: The chemical reaction that was very
evident was the formation of the hydrogen gas
Let’s give a hand for Group Feeling
Contented
ACTIVIT Y SHEET
Group Feeling Loved
Group Feeling Loved eport your work.
I. Objective
 Distinguish evidences of
chemical reaction
(Temperature Change)
II. Materials
 Laptop, notebook, pentel pen
III. Procedures
1. Watch the experimentation
video.
2. Take down notes your observation
3.Answer the activity and worksheet.
Quicklime and Water Reaction
Material
Observation
Appearance Appearance
Before
After
Reaction
Reaction
Quicklime
White
powder
Water
Colorless
The
quicklime
was melted
IV. Posing Question
1. What happen when quicklime and
water are mixed.?
 The quicklime melted after
adding water
Follow-up question:
1. When the quicklime and water was mixed
what chemical reactions occur that was very
evident?
Student: The chemical reaction that was very
2. What makes the quicklime melt aside from
Student: It’s the temperature that makes
adding water?
Let’s give a hand for Group Feeling Loved
evident was when the quicklime melted.
quicklime melt because the water is cold while
the quicklime is not.
ACTIVITY SHEET
Group Feeling Excited
Group Feeling Excited report your work.
I. Objective
 Distinguish evidences of
chemical reaction (Change in
Color)
II. Materials
 Laptop, notebook, pentel pen
III. Procedures
1. Watch the experimentation
video.
2. Take down notes your observation
3.Answer the activity and worksheet.
Citric Acid and Potassium
Citric Acid and Permanganate
Reaction
Material
Citric acid
Potassium
Permanganate
Observation
Color
Color
Before
After
Reaction
Reaction
Colorless
Dark
Purple
solution
Solution
becomes
clear
IV. Posing Question
1. What happen when citric acid and
potassium permanganate are mixed?
 The solution becomes clear
from dark purple
Follow-up question:
1. When the potassium permanganate and
citric acid was mixed what chemical reactions
occur that was very evident?
Let’s give a hand for Goup Feeling Excited
Student: The chemical reaction that was very
evident was the change of colour
Group Feeling Contented report your work.
ACTIVITY SHEET
Group Feeling Happy
I. Objective
 Distinguish evidences of
chemical reaction (Formation
of Precipitate)
II. Materials
 Laptop, notebook, pentel pen
III. Procedures
1. Watch the experimentation
video.
2. Take down notes your observation
3.Answer the activity and worksheet.
Potassium Iodide and Lead Nitrate
Reaction
Material
Observation
Appearance Appearance
Before
After
Reaction
Reaction
Potassium
Iodide
Colourless
Lead
Nitrate
Colourless
The
solutions
turn into
colour
yellow
IV. Posing Question
1. What happen when potassium
iodide and lead nitrate are mixed?
 The solutions turn into color
yellow
Follow-up question:
1. When the potassium iodide and lead nitrate
was mixed what chemical reactions occur that
was very evident?
Student: The chemical reaction that was very
evident was the precipitation of the solution
Let’s give a hand for Group Feeling Happy
F. Developing
mastery (leads to
formative
assessment 3)
Let us have again an activity. This activity
is entitled Guess What?. These 2 rows will
be the group 1 and the remaining 2 will be
the group 2. All groups will form a circle.
Listen to my instructions class, I will flash
pictures related to our topic and what you
are going to do is to distinguish what type
of evidences of chemical reactions does
the picture belong. Every after I flash the
picture you have 5 seconds to think of your
answer and when I said stop you are going
to raise you answer and give brief
explanation on your chosen answer. The
group who has the most number of correct
answers in the earliest time will declare as
winner.
Is my instructions clear class?
Yes sir.
Okay, let us begin!
(presentation of pictures)
Student: Production of light
Student: Evolution of gas
Student: Temperature change
Student: Change in intrinsic properties (color)
Student: Formation of precipitate
G. Finding practical
applications of
concepts and skills
in daily living
H. Making
generalization and
abstractions about
the lesson
Job well done class!
(The teacher will ask question to the
students)
1. What is the significance of chemical
reaction?
What have you learn from our topic this
morning?
Students: It helps us understand the things
around us. For instance, we can make our
own soap if we are aware on what
chemical to be use.
Student: Sir I learned the different
evidences of chemical reaction.
Very good!
Okay, it’s nice to hear that. Now I have
here a cluster map using this fill in the
empty circles with your ideas base on your
understanding and learnings about our
topic this morning. The word/s that must
be written should be connected and
correspond to the central idea( topic).
Do I make my instruction clear class?
Yes sir.
Production
of light
Evolution
of gas
Temperature
change
Evidences of
Chemical
Reaction
Formation
of
precipitate
Very good! All of you got the correct
answer!
Change in
color
I.
Evaluate learning
Now, I will conduct a short quiz and I will
just give you 5 minutes to answer the
questions.
Directions. In a ¼ piece of paper, answer
the following questions. Read the
questions carefully. Write only the letter of
the correct answer.
(the students start answering)
____1. What evidence shows when the
combination of zinc granules and diluted
sulphuric acid turns into cloudy is a
chemical reaction?
a) Change in temperature
b) Production of light
c) Evolution of gas
d) Change in color
____2. What evidence shows when the
colorless hydrochloric acid is added to a
red solution of cobalt (II) nitrate, turning
the solution blue is a chemical reaction?
a) Change in temperature
b) Formation of Precipitate
c) Evolution of gas
d) Change in color
____3. What evidence shows when the
potassium iodide is added to a lead nitrate
and the solution moves up is a chemical
reaction?
a) Change in temperature
b) Production of light
c) Formation of precipitate
d) Change in color
____4. What evidence shows when the
quicklime is added by water and the
quicklime melted is a chemical reaction?
a) Change in temperature
b) Production of light
c) Formation of precipitate
d) Change in color
____5. What evidence shows when the
luminol, beaking powder, copper sulfate
and hydrogen peroxide are mixed and
sudden glow appear is a chemical
reaction?
a) Change in temperature
b) Production of light
c) Formation of precipitate
d) Change in color
C 1. What evidence shows when the
combination of zinc granules and diluted
sulphuric acid turns into cloudy is a
chemical reaction?
a) Change in temperature
b) Production of light
c) Evolution of gas
d) Change in color
D 2. What evidence shows when the
colorless hydrochloric acid is added to a
red solution of cobalt (II) nitrate, turning
the solution blue is a chemical reaction?
a) Change in temperature
b) Formation of Precipitate
c) Evolution of gas
d) Change in color
C 3. What evidence shows when the
potassium iodide is added to a lead nitrate
and the solution moves up is a chemical
reaction?
a) Change in temperature
b) Production of light
c) Formation of precipitate
d) Change in color
A 4. What evidence shows when the
quicklime is added by water and the
quicklime melted is a chemical reaction?
a) Change in temperature
b) Production of light
c) Formation of precipitate
d) Change in color
B 5. What evidence shows when the
luminol, beaking powder, copper sulfate
and hydrogen peroxide are mixed and
sudden glow appear is a chemical
reaction?
a) Change in temperature
b) Production of light
c) Formation of precipitate
d) Change in color
Time’s up!
Kindly pass your papers in front. In a count
of 3,2,1! Late papers will not be accepted.
J. Additional
activities for
application or
remediation
Directions: In a ½ sheet of paper copy and
answer the following question.
1. Look around your house, like in the
kitchen and in the garden and point out at
least 5 evidences which prove that a
chemical reaction has taken place.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of the 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 supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
Isaneil M. Monday
Student Teacher
Jodel Bryan A.Aloba
Critic Teacher