A Detailed Demonstration Lesson Plan Final
A Detailed Demonstration Lesson Plan Final
A Detailed Demonstration Lesson Plan Final
DAILY LESSON
LOG
Performance Standard The learners shall be able to propose ways to speed up or slow down chemical reactions.
Learning Competencies Use simple collision theory to explain the effects of concentration, temperature, and
particle size on the rate of reaction (S11/12PS-IIIf-23)
Specific Objectives 1. Explain collision theory and the factors that affect the rates of chemical reaction.
2. Investigate the effects of the different factors on the rate of a reaction.
3. Reflect on the significance of the factors that affect chemical reaction to our daily
life.
Topic Factors affecting Chemical Reaction
_____1. Storing food at 20 C or lower helps preserved food by slowing down the chemical
reaction
_____2. The bigger the pieces of the ingredients in cooking the faster it cooks.
_____3. Highly concentrated medication will react much quicker in the body.
_____4. Sugar dissolve faster in hot temperature compared to lower temperature.
_____5. Covid-19 need to keep in a cold freezer to prolong its life.
● Engage THINK-PAIR-SHARE
C. Presenting
Examples/ instances of
the new lesson
(Photo credit: Jomar M. Rejalde)
(The teacher may draw at least 2 to 3 pairs to share their
answer in the class)
This picture is your performance task in SHS TVL Bread and Pastry Production. In
this laboratory students and teachers shows their skills in cooking.
Guide Questions:
1. What is your favorite pastry product?
2. Do you know how to prepare it?
3. Have you ever tried cooking your own pastry product?
4. What did you observed?
5. Do you have any idea how to cook pastry product faster?
● Explore FAST TALK
D. Discussing new
concepts and practicing 1. Divide the class into 4 groups
new skills #1
2. Explain the activity and guide questions. (Please see attached activity sheet)
3. A member of the group will present their answers after 20 minutes of performing
the activity.
4. The criteria for grading are the following:
● Correctness of Response – 10 points
● Timeliness – 10 points
● Teamwork – 5 points
TOTAL – 25 points
Group 1: Hot vs. Cold
In this investigation you will confirm that the rate of reaction increases as
the temperature of the reacting materials increase.
You will use the provided materials to verify this principle.
Using the procedure records the result as indicated, answer the questions at
the end of the activity and afterwards, demonstrate your activity.
Group 4:
Using the listed materials for each part of the experiment.
Design your own procedure on how to determine the effect of the
catalyst in a chemical reaction.
After that, come-up with observation, discussion and conclusion based from
experiment. Answer the questions provided by your teacher.
You can use different references in the development of your procedure.
Explain Each group will report their answers to the class through a video presentation for 2-3
F. Developing mastery minutes each only.
Answer these following guide questions:
A. The teacher will explain the concepts using the student’s previous knowledge.
Discuss the questions and let the students answer the activity in the activity.
1. Based from the activity, what are the factors affecting the rate of reaction?
2. How does this factor affect the chemical reaction?
3. Which reaction had the fastest rate?
4. Which reaction has the lowest rate?
5. What is catalyst?
6. How do catalyst use in the reaction?
B. Observed this picture Why are some reactions are faster than others?
The energetics, mechanism, and rate of a chemical reaction are explained by the
collision theory.
According to this theory, for a chemical reaction to proceed, there should be an
effective collision between the reactant particles. For this to happen, two
requirements should be met.
For chemical reaction to proceed, there should be an effective collision between the
reactant particles.
Two requirements should be met.
1.Reactants must be in their proper orientation
2. Molecules must possess enough energy to initiate a reaction.
● Elaborate Q and A
G. Finding practical
applications of 1.Why do we keep most foods in the refrigerator?
concepts and skills in
daily living.
https://scitechdaily.com/food-waste-study-reveals-much-fridge-food-goes-there-to-die/
2. Why do covid Vaccine need to keep in a cold freezer?
https://www.newscientist.com/article/2259421-pfizer-covid-19-vaccine-will-need-a-
gigantic-new-network-of-freezers/
https://www.medscape.com/viewarticle/942039
https://www.youtube.com/watch?v=W-7gesElFgA&t=1436
H. Making Think-pair-Share
generalizations and Students will think of one word acrostic to summarize the lesson for today.
abstractions about the
lesson
Evaluate Quiz bee
I. Evaluating Learning 1.What factor affect the slow cooking of the barbecue?
https://www.epicurious.com/recipes/food/views/grilled-fish-51159800
a. Temperature b. size
c. concentration d. catalyst
. What factors affect the putting off fire?
a. Temperature b. size
c. concentration d. catalyst
https://www.puroclean.com/northport-al-puroclean-tuscaloosa/blog/what-to-do-after-a-
house-fire/
5. A collision model can only happen when two molecules collide just right?
a. True
b. False
Prepared by:
ARIANE I. LAGATIC
Subject Teacher
Reviewed by:
Noted by:
MELINDA P. BANDOY
PRINCIPAL
[ACTIVITY SHEET]
[Pick the date]
Group 1: Hot vs. Cold (Temperature)
I. Objectives:
1. Investigate the effect of the temperature factors on the rate of a reaction.
2. Observe safety precautions in doing an investigation.
III. Procedure
1. In this investigation you will confirm that the rate of reaction increases as the temperature of the reacting
materials increase.
2.You will use the provided materials to verify this principle.
3. Using the procedure records the result and answer the questions at the end of the activity and afterwards,
demonstrate your activity.
4. Prepare 3 beaker of the same size and label with cold water, tap water and hot water.
5. Pour 3 small sachet of coffee creamer simultaneously on the 3 beakers.
6. Observed what happen and demonstrate your activity.
V. Guide Question
1.What is the factor that affect the rate of reaction in this experiment? _______________________________
2.Which reaction had the fastest rate?
_____________________________________________________________
3.Which reaction had the slowest rate?
____________________________________________________________
4.What is your conclusion based from the experiment? _____________________________________________
II. Materials:
a. 3 tablespoons of baking soda (same amount)
b. 3 cups of the same size
c. 3 sets of different vinegar solutions (vinegar and water) - with 1 tablespoon, with 2
tablespoons, and 3 tablespoons
III. Procedures:
1. Investigate the effect of concentration on the rate of a reaction. Use the different concentrations of vinegar and
baking soda for these reactions.
2. In one cup use pure vinegar (50mL) and place one spoonful of baking soda.
3. In another cup add pure vinegar (25mL) and water (25 mL) before you add the spoon full of baking soda.
4. Make an observation.
IV. Observation / Results: (Briefly describe what happened during your experiments)
______________________________________________________________________________________________
V. Guide Questions:
1. What is the factor that affect the rate of reaction in this experiment? _________________________
2. Which reaction had the fastest rate? __________________________________________________
3. Why are high concentration reactions faster than low concentrations? ________________________
4. Explain what could be occurring at the molecular level in each example. (How are the molecules
moving or acting?) ________________________________________________________________
I. Objectives:
1. Investigate the effects of the surface area on the rate of a reaction.
2. Observe safety precautions in doing an investigation.
II. Materials
Experiment 3:
a. 2 pieces of chalk (one is in whole piece, the other one is pounded to pieces)
b. 2 cups of vinegar (same amount)
III. Procedure
1. Using this question “What effect will surface area have on the rate of chemical reaction?”
2.Develop each component of the investigation including hypothesis, procedures, data analysis, and conclusion
using the materials provided below
3.Write your concept map using the experiment result.
4. Implement your procedure only when it has been approved by your teacher.
II. Materials:
a. Empty plastic bottle
b. ½ cup of hydrogen peroxide (agua oxinada) and dishwashing soap
c. 1 tablespoon of yeast and 3 tablespoons of warm water (stir for 30 seconds)
III. Procedure
1. Using the listed materials for each part of the experiment.
2. Design your own procedure on how to determine the effect of the catalyst in a chemical reaction.
3. After that, come-up with observation, discussion and conclusion based from experiment. Answer the
questions provided by your teacher.
4. You can use different references in the development of your procedure.
D. Observation / Results: (Briefly describe what happened during your experiments)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
E. Discussion (Based on your experiments, what are these factors and how do they
affect the rate of chemical reactions?)
_________________________________________________________________________
F. Conclusion (Therefore, I conclude that…….)
__________________________________________________________
G. References
___________________________________________________________