DETAILED LESSON PLAN

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY PAGE NO.

10 Quarter 4, Module 3 NO.
Week 3, Day 15

I. OBJECTIVES
A. Content Standards 2. The learners demonstrate an understanding of:
Chemical reactions associated with biological and
industrial processes affecting life and the environment.
B. Performance Standards
C. Learning Competencies/ The learners should be able to 1. Apply the principles of
Objectives conservation of mass to chemical reactions (S10MT-IVe-g-
23)
D. Unpacked Learning Competency At the end of the 50-minute lesson, the learners must be
able to:
 Identify the different types of chemical reactions
II. CONTENT Types of Chemical Reaction
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material Pages Science 10 Learner’s Module (Quarter 4 - Module 3)
Science 10 – Learner’s Material (Module 4 – Quarter 3)
3. Textbook pages
4. Additional Materials Youtube, instructional materials, pictures, video, PPT
IV. PROCEDURES Teacher’s Activity Learner’s Activity Annotation
PRELIMINARY  Greetings
ACTIVITIES/  Prayer – “Lord’s Prayer”
CUSTOMARY  Arranging Chairs and Picking
GREETINGS Pieces of Papers
(2 minute)  Attendance - Class Secretary

REVIEW  Indicator 5:
What did we discuss yesterday, class? “Chemical Design, select,
reaction. organize, and use
diagnostic,
A. Reviewing the Now, when we say chemical reaction, “A rearrangement formative, and
previous lesson what comes into your mind? of atoms to form summative
(ELICIT) new substances.” assessment
(3 minutes) strategies
Very good! What is a chemical (Students repeat consistent with
reaction again, class? the answer) curriculum
requirements.
Who can give me an example of a (Student share -
chemical reaction taking place in our answer)
daily life? Assessment of
Learning
Good job everyone! Today, we will
further learn about chemical reactions.
REBUS PUZZLE  Indicator 2:
Instructions: Observe the picture to Use a range of
arrange the scrambled words. teaching strategies
that enhance
1. + learner
achievement in
literacy and/or
numeracy skills.
-
COMBINATION
Instructional

1|GRADE 10 -SCIENCE: QUARTER 4

 2. Materials
+ Management

DECOMPOSITION

3. +
B. Establishing a
purpose for the
lesson (ENGAGE)
(5 minutes)

REPLACEMENT

4. + +
LOTION

COMBUSTION

5.

CHEMICAL REACTION

Good job, class! Based on our activity,

what do you think is our lesson for
today?

TYPES OF CHEMICAL REACTION

Very good! Now, for you to know what

you are expected to learn after this
lesson, kindly read our objective:

PRESENTATION OF OBJECTIVES

OBJECTIVES
At the end of the 50-minute lesson,
the learners must be able to:
- Identify the different types of
chemical reactions.
Alright! It’s time to empower your  Indicator 1:
vocabulary by learning new tough Apply knowledge of
words that we will encounter as we go content within and
on with our lesson. across curriculum
teaching areas:
Unlocking of Terms Integration of
 Displacement – the change in other subject
position of an object. (Students read areas –
 Converted – to change a thing the objective) Linguistics
into a different thing.

2|GRADE 10 -SCIENCE: QUARTER 4

 ACTIVITY 3: Video Presentation  Indicator 4:
Instructions: Observe the video, Plan, manage,
write the important information on and implement
your notebook. Prepare to answer the developmentally
teacher’s question after the video. (Students sequenced
participate in the teaching and
activity through learning processes
volunteering) to meet curriculum
C. Presenting requirements and
examples/ varied teaching
instances of a new contexts.
lesson (ENGAGE)  -Utilization of
(3 minutes) technology

 Indicator 4:
About the Plan, manage, and
https://youtu.be/i2OE9ljBKD8 different types of implement
chemical reaction, developmentally
What was the video all about? ma’am! sequenced
teaching and
 Combination learning processes
Reaction to meet curriculum
Based on the video, what are the  Decompositio requirements and
different types of chemical reaction? n Reaction varied teaching
 Single contexts.
Displacement Scaffolding and
Reaction Reinforcement
 Double
Displacement
 Combustion
Reaction
 Acid-Based
Reaction
Differentiated Group Activity  Indicator 3:
Very good! Now it’s time to go dig Apply a range of
deep into these Types of Chemical teaching strategies
D. Discussing new Reactions through a differentiated to develop critical
concepts and activity! Allow me to group you into 3. and creative
practicing new thinking, as well as
skills. (EXPLORE – Group 1: Reaction Puzzle Match higher-order
10 minutes) Students must read the guide thinking.
provided. They will then reinforce their Utilization of
understanding by identifying and Differentiated
correctly pairing reaction types with Activities.
their respective equations and
meaning.

Group 2: T-Chart
Using the guide provided, the students
must organize the T-Chart about
Single and Double Displacement
Reaction.
Group 3: Infographic
Students must use their creativity and
create an infographic about
“Combustion Reaction and Acid Based
Reaction”. Lesson guide and materials
are provided.

Each group will have 5 minutes to do

the task. A representative must report
the task afterwards.

3|GRADE 10 -SCIENCE: QUARTER 4

 Group Presentation
 Indicator 4:
Group 1: Reaction Puzzle Match Students present Plan, manage, and
(The teacher provides direct their output to the implement
E. Discussing new reinforcement) class. developmentally
concepts and 1. Combination (Synthesis) sequenced
practicing new Reaction: It is a reaction when 2 or teaching and
skills #2 (Explore more reactants form a single product. learning processes
– 10 minutes) The general formula for this reaction to meet curriculum
is: requirements and
A + B  AB varied teaching
Example: Hydrogen gas reacts with contexts.
oxygen gas to form water Scaffolding and
2H2+O2→2H2O Reinforcement

2. Decomposition Reaction:
(The teacher provides direct
reinforcement)
A decomposition reaction. In this
reaction, a single reaction breaks
down into simpler ones. It has 2 more
products. This is the reverse
combination reaction.
The general formula for this reaction
is:
AB  A + B
Example: Electrolysis of water into
hydrogen and oxygen
2H2O→2H2+O2

Group 2: T-Chart
3. Single Displacement
(Replacement) Reaction:
(The teacher provides direct
reinforcement)
This happens when one element
replaces another element from a
compound. The more active element
takes place the less active element in
a compound.
The general formula for this reaction
is:
A + BC  AC + B
Example: Zinc reacts with hydrochloric
acid to form zinc chloride and
hydrogen gas.
Zn+2HCl→ZnCl2+H2

4. Double Displacement Reaction

(Metathesis): This is when the positive
ions (cations) and negative ions
(anions) at different compounds switch
places, forming two entirely different
compounds.
The general formula for this reaction
is:
AB + CD  AD + CB
Example: Reaction between silver
nitrate and sodium chloride to form
4|GRADE 10 -SCIENCE: QUARTER 4
 silver chloride and sodium nitrate.
AgNO3+NaCl→AgCl+NaNO3

Group 3: Infographics
(The teacher provides direct
reinforcement)
5. Combustion (Burning) Reaction:
This is when oxygen combines with a
hydrocarbon (compound containing
hydrogen and carbon) to form water
and carbon dioxide.
The general formula for this reaction
is:
C4H10+02  CO2+H2O
Example: Butane reacts with oxygen
gas to produce carbon dioxide and
water.

6. Acid-Based Reaction
This is a special kind of double
displacement reaction that takes place
when an acid and based react with
each other.
The general formula for this reaction
is:
HCl + NaOH  NaCl + H20
Hydrochloric acid reacts with sodium
hydroxide to form salt and water.

True or False: The students must  Indicator 1

carefully read each statement, if they Apply knowledge of
`F. Developing think the statement is true, they have content within and
mastery (leads to to do the ASL (American Sign across curriculum
Formative Language) for “True”, and if they teaching areas.
Assessment 3) think False, they must do the ASL Integration of
(Explain – 3 (American Sign Language) for other subject –
minutes) “False”. American Sign
Language (ASL)
___ In a combination reaction, two or
more reactants form a single product.
___ A decomposition reaction involves
breaking down a single reactant into
multiple products.
___ A single displacement happens
when two element replace/s another
element from a compound.
___ Combustion reaction occur when
oxygen combines with a hydrocarbon
to form water and carbon dioxide.
Alright! Have you ever wondered what (Students share  Indicator 1
G. Finding practical are the practical use of the various their answers) Apply knowledge of
applications of type of chemical reaction? content within and
concepts and skills across curriculum
in daily living Thank you very much, class! teaching areas.
(ELABORATE – 2 Here are few examples where in we Integration of
minutes) can apply chemical reaction in other subject –
practical use: Health and
Manufacturing Medicines – In your Technology and
Health class, you have learned the Livelihood
importance of medicine! Chemical Education
reaction such as combination reaction
helps in combining elements to form
pharmaceutical compounds.
5|GRADE 10 -SCIENCE: QUARTER 4
 Cooking – Chemical reaction such as
combustion is responsible combustion
of gas in stoves to generate heat.

Agriculture – In your Technology and

Livelihood Education, you were taught
about the importance of agriculture.
Fun fact, agriculturist and farmers use
lime (Ca(OH)₂) to neutralize acidic soil.
H. Making ACTIVITY 5:  Indicator 3:
generalization and GENERALIZATION Apply a range of
abstraction about Okay! To summarize our lesson, I need (Students raise teaching
the lesson volunteers to complete the graphic their hands to strategies to
(ELABORATE) (5 organizer on the board! volunteer) develop critical
minutes) and creative
GRAPHIC ORGANIZER (Students proceed thinking, as
in front to well as higher-
answer) order thinking
Why do we need to have variety of skills.
Chemical Reaction? Why not just 1? If there were only  Indicator 4:
one type of Plan, manage, and
chemical reaction, implement
life as we know it developmentally
wouldn’t exist! A sequenced
variety of teaching and
chemical learning processes
reactions is to meet curriculum
essential because requirements and
different reactions varied teaching
serve different contexts.
purposes in Scaffolding and
nature, industry, Reinforcement
and everyday life.
Instructions: Read each question  Indicator 5:
carefully and write the correct type of Design, select,
chemical reaction in the space organize, and use
provided. Students answer diagnostic,
I. Evaluating on the paper formative, and
learning ______1. It is a reaction when 2 or more provided. summative
(Evaluate) reactants form a single product. assessment
(5 ______2. In this reaction, a single strategies
minutes) reaction breaks down into simpler consistent with
ones. curriculum
______3. This happens when one requirements.
element replaces another element - Assessment of
from a compound. Learning
______4. This is when the positive ions - Assessment of
(cations) and negative ions (anions) at Learning
different compounds switch places,
forming two entirely different
compounds.
______5. This is when oxygen combines
with a hydrocarbon to form water and
carbon dioxide.
______6. This is a special kind of double
displacement reaction that takes place
when an acid and base react with each
other.
______7. What chemical reaction is
observed in the reaction of Hydrogen
Gas and Oxygen to form water?
______8. What chemical reaction is

6|GRADE 10 -SCIENCE: QUARTER 4

 observed in the reaction of butane
with oxygen to produce carbon dioxide
and water?
_____9. What chemical reaction is
observed in the reaction of baking
soda and vinegar?
_____10. What chemical reaction use
A + BC  AC + B as general formula?

J. Additional Assignment: On an A4 bond paper,

activities for create an infographic about the 6
application or different types of chemical reaction.
remediation Rubrics:
(Extend – 2 Clarity of information - 25 %
minute)
Creativity of design - 25%
Accuracy of Scientific Context - 25%
Organization and Cleanliness - 25%
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities and
who scored below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with them
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 help me solve?
G. What innovation or localized
materials did I
used/discover which I wish
to share with other
teachers?

Demo Teacher Aengyl Grace F. Beato

Evaluator/s
Rejolor M. Pequiro

Pedro R. Sulatre
Leny De Chavez

“It is not enough to love the young, they must know that they are loved.”
- St. John Bosco

7|GRADE 10 -SCIENCE: QUARTER 4