GROUP B

SCOPE AND
SEQUENCE
&
UNIT PLAN
A Major Requirement in 2PROFED06

Submitted To: Dr. Ma. Corazon B. Sigua

Submitted By:
COLOMA, Nova Sunshine
LAYNES, Charlene Rose
NUNEZ, Ceedrick
VALLEJO, Eric
 SCOPE AND SEQUENCE
SCIENCE LINKS 10 (Worktext for Scientific and Technological Literacy)
Fourth Quarter

TOPIC COMPETENCY CODE APPROXIMATE

NUMBER OF
DAYS
1. Gas Laws The learners shall be
able to: Total: 9 days
1. investigate the
1.1 Describing relationship between: 1.1 - 4 days
Gases 1.1 volume and S10MTIVa-
pressure at constant b-21
temperature of a gas;
1.2 volume and
temperature at constant 1.2 - 5 days
1.2 The Gas Laws pressure of a gas;
1.3 explains these
relationships using the
kinetic molecular theory;
2. Biomolecules The learners shall be Total: 21 days
able to:
2.1- 3 days
2.1 Biomolecules in 2. recognize the major
Food categories of S10MTIVc-
biomolecules such as d-22
carbohydrates, lipids,
proteins, and nucleic
acids;
2.2 Carbohydrates 2.2- 4 days
Senior High School
Learning Competencies
(Physical Science)
2.3 Proteins 2.3 – 4 days
The learners...

8. explain how the

2.4 Nucleic Acids structures of biological
macromolecules such S11/12PS- 2.4 - 5 days
as carbohydrates, lipids, IIIe-22
nucleic acid, and
proteins determine their
2.5 Lipids properties and functions 2.5 – 5 days
3. Chemical The learners shall be Total: 15 days
Reactions able to:
 3. apply the principles of S10MTIVe-
3.1 Occurence of a conservation of mass to g-23 3.1 – 4 days
Chemical chemical reactions; and
Reaction
4. explain how the
factors affecting rates of
3.2 Chemical chemical reactions are S10MTIVh-
Reaction applied in food j-24 3.2- 3 days
Involves preservation and
Energy Change materials production,
control of fire, pollution,
and corrosion.

3.3 Chemical
Reactions and Senior High School 3.3 - 4 days
Equation Learning Competencies
(Physical Science)

The learners...
3.4 Rate of S11/12PS-
Chemical 2. define catalyst and 3.4 - 4 days
IIIf-24
Reaction describe how it affects
reaction rate (2 hours)

6. recognize that energy

is released or absorbed
S11/12PS-
during a chemical
IIIi-28
reaction
 UNIT PLAN
in
Science Links
(Worktext for Scientific and Technological Literacy)
By:
Meliza Valdoz, Marites Aquino, Jonna Biong, and Mylene Andaya

Year Level : Grade 10

Quarter :Fourth Quarter- Matter
Approximate no.of days : 45 days

Prepared By: Ceedrick Nunez

Learning Learning Learning Experience/Activities Evaluation of Learning Integration
Objectives Content Outcome

TPO: UNIT 10: A. The teacher will post several Assessment: TRUE OR Multi-disciplinary
Explains Lesson 1: pictures on the board which shows the FALSE
relationships Describe phases of matter. The students will English
using the Gases share their observations about the 1. Gases are fluids with The learners’
kinetic pictures being shown. very high densities communication,
molecular REFERENCES comprehension,
theory Valdoz, M. P., 2. Gases are highly and listening skills
(S10MTIVa-b- Aquino, M. compressible will be developed.
21) D., Biong, J.
A., & 3. Gases Physical Education
Andaya, M. expand/contract to The Hands-on
EO’s: O. (2017). completely full activity will allow
1.Understand Unit IV. https://www.sciencelearn.org.nz/resources/236 whatever container students to shake
matter-in-our-world
the basic Lesson 1 and they are put in. their body while
ideas of 2. In Science B. The teacher will explain about what doing their group
kinetic Links is Kinetic Molecular theory and will 4. The Kinetic activity which will
molecular (Worktext for focus more on the gas phase of Molecular Theory of allow them to be
theory. Scientific and matter. Afterwards, the teacher will Gases provides a not just situated on
Technological ask the students to give scenarios model to explain their sits and
2.Describe Literacy) (pp. where the Kinetic Molecular Theory behavioral properties eventually be
phases of 315-342). can be observed or related with. of gases physically fit.
matter Rex Book
according to Store, (RBSI). 5. Gases diffuse very Arts
Kinetic slowly which allows The students will
Molecular two or more gasses to enhance their
theory. mix readily when artistic skills and
https://www.visionlearning.com/en/library/Chemis combined. creativity upon
try/1/Kinetic-Molecular-Theory/251
doing the
3. Relates MATERIALS C. The teacher will ask the students to Key to Correction performance-based
Kinetic Ping pong bring out the prepared ping pong balls. 1. FALSE task.
Molecular balls The teacher will then provide three 2. TRUE
Theory to transparent plastic containers and 3.TRUE Trans-disciplinary
properties of Transparent group the class into three groups 4. TRUE The students will
gases. con where each group will be given 5.FALSE be able to apply in
containers. First step, have students in real life their
the first group place 5-6 ping pong Performance-Based knowledge about
balls in container, shake container Task Kinetic Molecular
around and make observations about The students will be Theory
the movement of the balls (ease of tasked to create a
movement) and what phase of matter poster which will show
they think this may relate to. Next how Kinetic Molecular
step, have students in second group Theory affects their
add several more balls to the own lives.
container, but not so many that they
no longer move freely. Make RUBRICS
observations about movement of balls
as well as what phase of matter this Criteria Percentage
example relates to. Final step, have Content 40%
students in the third group to fill Creativity 30%
Relevance 20%
container with balls and shake. Make
Over-all 10%
observations about movement and Impact
phase of matter.

https://www.amazon.com/Buytra-Colored-Storage-
Plastic-Carnival/dp/B07CV7QFCG

Learning Learning Learning Experience/Activities Evaluation of Learning Integration

Objectives Content Outcome

TPO’s: UNIT 10: A. The teacher will show an animated Assessment: Trans-disciplinary
Investigate Lesson 2: video showcasing the relationship of I. Multiple Choice The students will
the Gas Laws Pressure with Volume and be able to apply in
relationship Temperature. The students will be 1. This gas law is real life their
between: REFERENCES asked to share their observations and concerned with the knowledge about
1.1 volume Valdoz, M. P., learning after watching. relationship of volume Gas Laws.
and pressure Aquino, M. and pressure at
at constant D., Biong, J. constant temperature.
temperature A., & a. Boyle’s Law
of a gas; Andaya, M. b. Charles’s Law
 1.2 volume O. (2017). c. Gay-Lussac’s Law Inter-disciplinary
and Unit IV. d. Combined Gas Law
temperature Lesson 1 and Physics
at constant 2. In Science 2. This gas law is The experiments
pressure of a Links concerned with the and concepts can
gas; (Worktext for relationship of volume be related to
(S10MTIVa-b- Scientific and and temperature at physics concepts.
21) Technological constant pressure.
Literacy) (pp. a. Boyle’s Law Mathematics
EO’s: 315-342). https://www.youtube.com/watch?v=eNfIWqYWAW b. Charles’s Law The concepts of
c
1. Explain the Rex Book c. Gay-Lussac’s Law ration and
relationship Store, (RBSI). B. The teacher will discuss the d. Combined Gas Law proportion and
among relationship between Pressure, direct and inverse
volume, Volume, and Temperature and some 3. This gas law is relationships.
temperature, practical applications of these concerned with the
and pressure relationships. The teacher will then relationship of volume,
for gases. discuss and elaborate Boyle’s Law, pressure, and Multi-disciplinary
MATERIALS Charles’s Law, Gay-Lussac’s Law, and temperature all at the
2. Perform Empty Combined Gas Law and apply some same time. English
Calculations translucent calculations regarding these. The a. Boyle’s Law The learners’
involving or students will then be given activity and b. Charles’s Law communication,
relationships transparent practice exercises to hone their skills in c. Gay-Lussac’s Law comprehension,
among alcohol calculations. d. Combined Gas Law and listening skills
volume, bottle will be developed.
temperature, C. The teacher will ask the students to 4. This gas law is Also their creative
and pressure Water bring out their empty transparent or concerned with the thinking and
for gases. translucent alcohol bottles. The relationship of speaking skills will
Basin teacher will provide the basin for this temperature and be honed.
3. Cite activity. The class will be divided into pressure.
practical four groups. The teacher will ask the a. Boyle’s Law
applications students to put some water (half-full) b. Charles’s Law
of the gas from the basin into their empty c. Gay-Lussac’s Law
laws in daily alcohol bottles. The teacher will then d. Combined Gas Law
life. ask the students to direct the opening
of the bottle towards the basin 5. In Combined Gas
without pressing it. Then they were Law, both temperature
asked to record their observation and pressure cause
through drawings. Then, the teacher and increase in
will instruct the students to pinch or volume.
squeeze the alcohol bottle so that the a. True
water will be forced to move out. The b. False
teacher will then ask the students to
record their observation. 6. In Combined Gas
Law, temperature
causes increase in
volume and pressure
After this, the teacher will ask the cause an increase also
groups to present their observed in volume.
findings. Then eventually the teacher a. True
will discuss the activity and relate it to b. False
the original experiment which is about
syringe. This experiment discusses the II. Problem Solving
Boyle’s Law.
7. A sample of gas
occupies a volume of
350 mL under a
pressure of 0.75 atm. If
the temperature is at
constant, what volume
will the sample occupy
https://www.exploratorium.edu/snacks/boyle-ing- under 1.0 atm of
water pressure?

D. The teacher will show the students 8. A given mass of gas

the video recorded experiment about has a volume of 893
the relationship of temperature and mL at -33 degrees
volume of gases. The teacher will then Celsius and 480 torr.
discuss the activity and ask the Calculate the volume
students about their experiences of the gas at 30
which they can relate what they have degrees Celsius and
learned during the session. 210 torr of pressure
and the amount of gas
is constant.

9. A 132 mL of gas is
measured at 38
degrees Celsius. If the
pressure remains
constant, what will be
the volume of the gas
at 10 degrees Celsius?
http://blog.susanevans.org/testing-charless-gas-
law/
10. What will happen
to a can of paint spray
containing only the
propellant at a
pressure of 750 torr at
30 degrees Celsius if it
is thrown into a heap
of garbage burning at
165 degrees Celsius?
 Key to Correction
I. Multiple Choice
1. a
2. b
3. d
4. c
5.a
6. b
II. Problem Solving
7. 262.5 mL or 260 mL
8. 2576.61 mL
9. 120.12 mL
10. 1083.99 torr

Performance-Based
Task
The students will be
tasked to create a
poem regarding their
own and personal
experiences and
encounters which they
can apply their learning
about Gas Laws. The
task will be performed
in front of the class
after the session.

RUBRICS

Criteria Percentage
Content 30%
Delivery 20%
Relevance 20%
Grammar 20%
Over-all 10%
Impact

Prepared By: Nova Sunshine Coloma

Learning Objectives Learning Learning Experience/Activities Evaluation of Integration
Content Learning Outcome
TPO: UNIT 11: A. The teacher will divide the class Formative Multi-
Recognize the major Lesson 1: into five groups. Each group will Assessment: Disciplinary
categories of Biomolecules be given a food label to examine.
biomolecules such in Food Students would be tasked to
as carbohydrates, determine which among the Enumeration. Arts: The
lipids, proteins, and
REFERENCES listed under the Nutrition Facts Enumerate the four students would
nucleic acids Valdoz, M. P., are considered biomolecules. general elements be able to
(S10MTIVc-d-22) Aquino, M. D., making up the enhance their
Biong, J. A., biomolecules. art skills as they
& would be
EO’s: Andaya, M. O. 1. making a poster
1. Define what (2017). Unit XI. 2. regarding the
biomolecules Lesson 1. In 3. lesson.
and their Science Links 4.
compositions (Worktext for Values: The
are Scientific and Enumerate the four students would
Technological categories of be able to
2. Determine Literacy) (pp. biomolecules. develop their
the different 343-345). Rex 5. people skills,
categories of Book Store, 6. having them
biomolecules (RBSI). 7. grouped
8. together in one
3. Explore the of the activities
chemical https://oldwayspt.org/traditiona True or False during the
nature of MATERIALS l-diets/tips/how-read-food-label 9. Biomolecules are discussion.
biomolecules Food Labels inorganic
(Nutrition B. The teacher will discuss about molecules English: The
4. Understand Facts), biomolecules. He/she will produced by living students’
the Supplementary introduce its four categories: organisms. vocabulary will
importance Video carbohydrates, proteins, lipids, broaden as new
of and nucleic acids. The chemical 10. All the general terminologies
biomolecules nature of each would be elements that were
in everyday explained. comprise the introduced to
living biomolecules are them Also, they
nonmetals. will be tasked
to create an
Key to Correction essay
(summary/
1-4. Carbon, reflection)
Hydrogen, Oxygen, which would
https://thenorashikinrahim- Nitrogen (in any allow them to
biochemistry.weebly.com/biomolec
order) practice their
ules.html
writing
5-8. Carbohydrates, composition
C. The teacher will show an
Lipids, Proteins, skills.
educational video about
Nucleic Acids (in
biomolecules and their
any order)
categories. The video would
serve as a supplementary
9. False
learning material. After watching
10. True
 the video, the students would be
tasked to write a summary on Performance-
what they have learned about Based Assessment
biomolecules and reflect on how Poster Making. The
vital biomolecules are in their students will be
everyday life. tasked to create a
poster that
showcases how
essential
knowledge about
biomolecules is to
their general
health.
https://www.youtube.com/watch?v=YO244 Rubrics:
P1e9QM Criteria %
Content 40%
Creativity 30%
Relevance 20%
Over-all 10%
Impact
Learning Objectives Learning Learning Experience/Activities Evaluation of Integration
Content Learning Outcome
TPO: UNIT 11: A. The teacher will group the class Formative Multi-
Recognize the major Lesson 2: into five groups. Each group Assessment: Disciplinary
categories of Carbohydrates would be given test tubes, Iodine
biomolecules such solution, Benedict’s solution, and Multiple Choice. Values: The
as carbohydrates, REFERENCES liquefied food samples (apples Choose the letter students would
lipids, proteins, and Valdoz, M. P., and potatoes). The teacher will with the correct be able to
nucleic acids Aquino, M. D., then instruct each group to answer to the develop
(S10MTIVc-d-22) Biong, J. A., follow guidelines on the following resourcefulness
& experimentation in testing which questions.
EO’s: Andaya, M. O. of the food samples contain Arts: The
(2017). Unit XI. carbohydrates. The students will 1. What are the students would
1. Define what Lesson 2. In also be tasked to accomplish an micronutrients? be able to
carbohydrates Science Links activity sheet which is to A. none of the enhance their
are (Worktext for primarily note their observation choices art skills as they
Scientific and during the experimentation. B. substances that would be
2. Study the Technological the body needs in making a model
structure of the Literacy) (pp. large amounts structure of
carbohydrates 346-351). Rex C. substances that carbohydrates.
Book Store, are not needed in
3. Explore the (RBSI). the body at all English: The
different types of https://www.the-mad- D. substances that students’
carbohydrates scientist.net/g10-science- the body needs vocabulary will
broaden as new
4. Understand MATERIALS madlab/macromolecules-lab- only in small terminologies
how test tubes, prep amounts were
carbohydrates Iodine introduced to
serve as a source solution, B. The teacher will further discuss 2. What are the them. Their
of energy Benedict’s the experiment done with the macronutrients? communication
solution, and two types of solutions and how A. none of the skills will also
liquefied food these help in determining which choices be enhanced
samples of which are made up of B. substances that since they
(apples and carbohydrates. Also, the teacher are not needed in would be using
potatoes), will discuss about the definition the body at all such in their
Supplementary of a carbohydrate, its chemical C. substances that class
Video structure, and types. Through the body needs in presentation.
this, students must be able to large amounts Also, they will
appreciate the vital role of D. substances that be tasked to
carbohydrates in humans, and the body needs create an essay
any other living organisms like only in small (summary/refle
plants. amounts ction) which
would allow
3. Carbohydrates them to
that are made up of practice their
one or two sugar writing
units are called: composition
A. complex skills.
carbohydrates
B. polymers
C. polysaccharides
D. simple sugars
https://www.slideshare.net/kyu
ng2/carbohydrates-62959413 4. What are
complex
C. The teacher will show the class carbohydrates?
an educational video about A. carbohydrates
carbohydrates and how it that don't have
impacts their health. Through sugar chains at all
this, the students would be able B. carbohydrates
to relate their learning to what is that have long
happening in a real life setting. chains of sugars
The teacher will be giving a task C. carbohydrates
to the students which is to write that have one sugar
an essay about their learning unit present
about carbohydrates, D. none of the
particularly on how it affects choices
their general health.
 5. Which one of the
following is a
monosaccharide?
A. fructose
B. glycogen
C. lactose
D. sucrose

https://www.youtube.com/watc 6. Starch is a
h?v=wxzc_2c6GMg&t=65s polymer of:
A. amino acids
B. glucose
C. nucleic acids
D. sucrose

7. Which of the
following is a
polysaccharide?
A. cellulose
B. fructose
C. glucose
D. sucrose

8. What kind of
polysaccharide
cannot be digested
by human beings?
A. cellulose
B. glucose
C. starch
D. sucrose

9. Which of the
following serves as
animal starch?
A. cellulose
B. fructose
C. glucose
D. glycogen
10. Humans break
carbohydrates
down during what
process?
A. metabolism
B. none of the
choices
C. photosynthesis
D. protein synthesis

Key to Correction
1. D
2. C
3. D
4. B
5. A
6. B
7. A
8. A
9. D
10. A

Performance-
Based Assessment

The students will

be tasked to create
a model of a
carbohydrate with
labels on it. They
are encouraged to
use only recyclable
materials. Each of
them will be
presenting their
outputs in front of
the class.

Rubrics:
Criteria %
Content 40%
Creativity 30%
Relevance 20%
Delivery of 10%
Speech
Learning Objectives Learning Learning Experience/Activities Evaluation of Integration
Content Learning Outcome
TPO: UNIT 11:
Recognize the major Lesson 3: A. The teacher will group the Formative Multi-
categories of Proteins class into five groups. Each group Assessment: Disciplinary
biomolecules such would be given test tubes,
as carbohydrates, REFERENCES Copper sulfate solution, and Multiple Choice. Arts: The
lipids, proteins, and Valdoz, M. P., liquefied food samples. The Choose the letter students would
nucleic acids Aquino, M. D., teacher will then instruct each with the correct have their art
(S10MTIVc-d-22) Biong, J. A., group to follow guidelines on the answer to the skills enhanced,
& experimentation in testing which following especially in
Andaya, M. O. of the food samples contain questions. multimedia as
(2017). Unit XI. proteins. The students will also they would be
EO’s: Lesson 3. In be tasked to accomplish an 1. Proteins are creating a video
Science Links activity sheet which is to polymers of: tutorial as their
1. Differentiate (Worktext for primarily note their observation A. amino acids performance
proteins Scientific and during the experimentation. B. glucose output.
from Technological C. nucleic acids
carbohydrat Literacy) (pp. D. sucrose English: The
es in terms 352-355). Rex students would
of chemical Book Store, 2. A bond be able to
structures (RBSI). between amino enhance their
acids is called writing
2. Comprehend a/an: composition
the various A. acid bond skills (essay
functional MATERIALS https://www.chemistrylearner.com/biu B. hydrogen bond making) and
roles of ret-test.html C. ionic bond their
protein Experimental D. peptide bond communication
set-up for B. The teacher will further skills given that
3. Determine Biuret Test, discuss the experiment done 3. Proteins are: they would
the building Supplementary with Biuret Test and how this A. fatty acids have to explain
blocks of Video helps in determine which of B. lipids in their
protein and which are comprised of C. polypeptides performance
how these proteins. Also, the teacher D. triglycerides output.
affect in will discuss about the
protein’s definition of proteins and 4. The primary
vital role in how it is different with the structure of a
human previously discussed, protein is
bodies carbohydrates. Students determined by:
must also be able to learn A. none of these
about the chemical structure B. the hydrogen
of protein and its different bonding in
functional roles. the molecule
C. the sequence
of amino
 acids in the
protein
D. the way amino
acids coil
around
themselves

5. The secondary
structure of a
https://www.khanacademy.org/science/bio protein is
logy/macromolecules/proteins-and-amino- determined by:
acids/a/introduction-to-proteins-and- A. none of these
amino-acids B. the hydrogen
bonding in the
C. The teacher will show the molecule
class an educational video C. the sequence
about protein structure and of amino acids in
folding. After watching, they the protein
will be tasked to make a D. the way amino
summary of their learning for acids coil around
this topic and must include themselves
the vital essence of proteins
to human bodies. 6. What type of
bond do the
bonds in
proteins have?
A. Covalent
B. Ionic
C. Metallic
D. Hydrogen
7. A tripeptide has:
A. 3 amino acids
https://www.youtube.com/watch?v=ho and 1 peptide
k2hyED9go bond
B. 3 amino acids
and 2 peptide
bonds
C. 3 amino acids
and 3 peptide
bonds
D. 3 amino acids
and 4 peptide
bonds
8. Which part of the
amino acid gives
it uniqueness?
A. Amino
group
B. Carboxyl
C. Side chain
D. none

9. Which of the
following
information is
responsible to
specify the three-
dimensional
shape of a
protein?
A. The protein’s
peptide bond
B. The protein’s
amino acid
sequence
C. The protein’s
interaction with
other
polypeptides
D. The protein’s
interaction with
molecular
chaperons

10. Unfolding of a
protein can be
termed as:
A. Renaturation
B. Denaturation
C. Oxidation
D. Reduction

Key to Correction:
1. A
2. D
3. C
4. C
5. C
6. A
7. B
8. C
 9. B
10. B

Performance-
Based Assessment

The students will

be tasked to create
a video about
proteins. They have
to choose
particular
food/molecules/ma
terials that contain
proteins and is
being used in a real
life setting.

Rubrics:
Criteria %
Content 40%
Creativity 30%
Relevance 20%
Delivery of 10%
Speech

Prepared By: Charlene Rose M. Laynes

Learning Learning Learning Experiences/ Evaluation of Integration

Objectives Content Activities Learning Outcome

TPO: Unit 11 A. The teacher will post pictures Formative Multi-

Biomolecules showing the structural formula Assesment: Quiz Disciplinary:
 Recognize the and definitions of certain
major Lesson 4 nucleotides. The students who are Students will be English: Learner
categories of Nucleic Acids group into 4, then fill out the instructed to choose ’s vocabulary
biomolecules vocabulary word triangle sheet the correct answer words will be
such as (No. of days: 5 given per group. The group who from the choices in widened. They
carbohydrates, days) will finish first will be rewarded. each question. will also develop
lipids, Students in this activity will be communication
proteins, and able to distinguish the structural and listening
nucleic acids. formula of nucleotides necessary skills.
(S11/12PS- REFERENCES: in understanding the structure of 1. Which of the
IIIe-22) RNA and DNA. (Minds-On) following bonds are
 Valdoz, M. P., broken during DNA Values:
 Explain how Aquino, M. D., replication? Learners will
the structures Biong, J. A., understand how
of biological & a. hydrogen bonds important is the
macromolecules Andaya, M. O. between bases proper intake of
such as (2017). Science b. phosphodiester nucleic acids on
carbohydrates, Links bonds one’s diet. Also,
lipids, nucleic (Worktext for c. ionic bonds they will develop
acid, and Scientific and between bases and sportsmanship
proteins Technological phosphate groups when they play
determine Literacy) (pp. the game in the
their 356-361). Rex 2. Which base is not minds-on
properties and Book Store. found in RNA? activity.
functions
(S11/12PS-  Nucleic Acids, a. adenine
IIIe-22) cK-12 b. cytosine Arts: Learner’s
Foundation: c. thymine creativity will be
https://www.ck honed as they
12.org/biology/ 3. How many base create a simple
EO: nucleic- pairs are there in one model of DNA
 Recall how acids/lesson/N B. The teacher will have a full turn of the DNA and accomplish
biomolecules ucleic-Acids- thorough discussion of the topic. double helix? making their
such as BIO/ Describing the differences a. 6 brochure.
carbohydrates between DNA and RNA as well b. 10
and proteins MATERIALS: as illustrating the different c. 16
differ from  Projector structures of nucleotides. Then 4. Which of the
each other and  Laptop afterward the teacher will ask following options, Food
describe what  PowerPoint students about the importance of A – D, are the Chemistry:
is a nucleotide Presentation nucleic acids in life. Students in pyrimidine bases learners will
and its this activity will be able to found in DNA? discover and
 Pictures of
connection to illustrate how nucleic acids serves study various
nucleotides
them. as the blueprint of life and how it a. uracil and thymine nucleic acid-
 Note Cards
became responsible for encoding, b. thymine and related food
 Vocabulary transmitting, and expressing cytosine products as they
word triangle
 Explain where template
genetic information. c. adenine and go along
nucleic acids thymine finishing their
 Activity Form Students will accomplish Activity brochure.
occur in the
A form A. The teacher will also 5. Three of the bases
body.
give printed codon charts to help found in nucleic acids
them accomplish the task. are pyrimidines and
 Differentiate (Hands-On) two are purines.
DNA and Which of the
RNA based following is correct?
on their
unique
features,
roles, a. Pyrimidines =
predominant adenine and thymine ,
strucure, Purines = cytosine and
pairing of guanine
bases, b. Pyrimidines =
stability and adenine and cytosine,
propagation. Purines = thymine and
guanine
c. Pyrimidines =
uracil and thymine,
Purines = adenine and
guanine

6. Which of the
following are not the
components of RNA?

a. Thymine
b. Adenine
c. Guanine

7. Which of the
following statements
is true?

a. Sugar component of
a nucleotide is ribose
b. Sugar component of
Can access file through this a nucleotide is
link: deoxyribose
https://drive.google.com/file/d/0Bx72aSXC c. The bases in
BO09Qk9TWjhCNW5KeFE/view
nucleotides are
attached to a pentose
C. Students will bring common
sugar moiety by a
household materials to class and
glycosidic linkage
use that in constructing a simple
DNA model. (Authentic)
8. What is the
composition of
nucleotide?

a. a sugar + a
phosphate
b. a base + a sugar
c. a base + a sugar +
phosphate

Examples of DNA model

 9. The sugar molecule
Rubrics in a nucleotide is
Criteria % ____________
Creativity 40 a. Pentose
Presentation 35 b. Hexose
Overall 25 c. Tetrose
impact of
the output 10. Which of the
Total: 100% following is false
(Self-developed) about purine and
pyrimidine bases?
a. They are
hydrophobic and
relatively insoluble in
water at the near-
neutral pH of the cell
b. At acidic or
alkaline pH the bases
become charged and
their solubility in
water increases
c. At acidic or
alkaline pH the bases
become charged and
their solubility in
water decreases

Key to Corrections:
1. A
2. C
3. B
4. B
5. C
6. A
7. C
8. C
9. A
10. C

PERFORMANCE
BASED
ASSESSMENT

The students will

create a three-fold
brochure informing
the community about
how important good
 nutrition and proper
diet are. They should
also discuss different
food that is rich in
nucleic acids and how
they are acquired, and
how one should
always take into
consideration the
amount of intake of
such kinds of food.
More so, students will
allow them to have
space in their
brochures to insert
what important things
they have learned in
class discussions and
activities.

Rubric:

Criteria %
Accuracy of 30
content
Presentation 25
Organizatio 25
n of ideas
Clarity of 20
message
Total :
100 %
(Self-developed)

Learning Learning Learning Experiences/ Evaluation of Integration

Objectives Content Activities Learning Outcome

TPO: Unit A. The teacher will let the Formative Multi-

 Recognize 11:Biomolecules students watch a short animated Assesment: Quiz Disciplinary:
the major Lesson 5 video as an introduction to the
categories of Lipids topic. The teacher will also give a Write and choose the Science: Organiz
biomolecules (No. of days: 5 printed anticipatory activity sheet appropriate answer ational Skills of
such as days) for them to write down the words for each question. scientific
carbohydrate methodology
 s, lipids, REFERENCES: they notice in the video 1.What elements are will be enhanced
proteins, and presentation. found in pure lipids? as they go
nucleic acids.  Valdoz, M. P., Students will look for the terms through finishing
(S11/12PS- Aquino, M. D., related to the topic and write 2. What element is the tasks
IIIe-22) Biong, J. A., down the meaning of those uncommon in lipids?
& words. They will practice using Chemistry:
 Explain how Andaya, M. O. them as they compose their 3. What are the Laboratory skills
the structures (2017). Science responses to the upcoming tasks. physical will be practiced
of biological Links (Minds-On) characteristics of a as they do the
macromolecules (Worktext for lipid? hands-on
such as Scientific and activity
carbohydrates, Technological Example of words: 4. Which of the
lipids, Literacy) (pp.  fatty acid following molecules is Arts: The
nucleic acid, 362-365). Rex  glycerol a typical fatty acid? students will be
and proteins Book Store.  triglyceride a) A molecule that has able to showcase
determine  wax an even number of their creativity in
their  steroid carbon atoms in a making hands-on
properties MATERIALS:  amphipathic branched chain. activities and
and functions  Projector  ester linkage b) An amphipathic performance-
(S11/12PS-  Laptop  phospholipid dicarboxylic acid with based
IIIe-22)  PowerPoint  micelle unconjugated double assessments.
Presentation  bilayer bonds.
 Supplementary  mosaic c) A molecule that Music: The
EO: Video  independent variable has one cis double learners will able
 Anticipatory  dependent variable bond in a linear carbon to relate to music
 Explain Activity  controlled variables chain. as a tool in
lipids and Sheets  glycolipid d) A polar expressing
fatty acids  glycolprotein hydrocarbon with that themselves about
 Lab-Activity
 transmembrane protein reacts with NaOH to what they have
Sheet
 Discuss the form a salt. learned
difference throughout the
between fats Video presentation: Amoeba 5. Which of the discussions. Thei
and oil sisters: Lipids following is a r communication
characteristic of both skills and music
triacylglycerols and skills will be
 Recognize developed
the chemical glycerophospholipids?
structure and a) Both contain
biological carboxyl groups and English: The
functions of are amphipathic learners will
the types of b) Both contain fatty develop
lipids. acids and are communication
saponifiable. and listening
Can retrieve in YouTube
 Discover fats c) Both contain skills. More so,
that promote glycerol and ether their scientific
health, fats bonds. vocabulary will
that cause an be widened.
increased
 risk of heart d) Both can be
disease, negatively charged at Values: Learners
cholesterol Anticipatory activity sheet: cellular pH. will develop
and essential camaraderie and
fatty acids. 6. Which of the teamwork as
following is a they go along
 Relate characteristic of both finishing the
common waxes and terpenes? tasks given to
health a) Both can contain them.
implications an amino alcohol.
of eating too b) Both can contain a
many fats, fatty acid.
cardiovascul (Self-developed) c) Both can be non-
ar disease, saponifiable.
obesity and d) Both can contain
cancer B. The teacher will do an in-depth oxygen.
discussion of lipids in the class.
The types of lipids as well as their 7. Which is a
impact on the diet of humans. characteristic of all the
Afterward, the students will be fatty acid components
asked to bring an example of a in this lipid?
food label in the snacks, drinks, a) They all contain an
or any food that they eat, which is unbranched carbon
already available in their home. chain.
As for their activity, they will b) They all contain
complete the “Lipids in my Food” unconjugated cis
activity, given by the teacher. double bonds.
c) They all are joined
to glycerol through an
ester bond.
d) They all are
hydrophilic because
they contain oxygen.
Sample food label that will help
students to accomplish the 8. Which of the
activity. (Hands-On) following is false
about lipids?

C. The teacher will divide the a) They are either

class into 4 groups. Afterward, strongly hydrophobic
the students will do an inquiry lab or amphipathic
activity. Further instructions such b) They are more
as lab safety and how to soluble in water
experiment will be done at the c) Extraction of lipids
laboratory. Students will bring from tissues require
substances such as lard, milk, oil, organic solvents
bread, and banana. Students will d) They are insoluble
test the presence of fats in that in water
common food that we used and
eat and answer the lab activity 9. Which of these is
sheet prepared by the teacher. not a lipid?
(Authentic) a) Fats
b) Oils
c) Proteins
d) Waxes

10. This is an example

of derived lipids
a) Terpenes
b) Steroids
c) Carotenoids
d) All of the above
(Self-develop)

Key to Correction

1. C, H, and O
2. O/oxygen
3. a.Solid or liquid at
room temperature
b.Lipids float on
water and are
hydrophobic
4. C
5. B
6. D
7. A
8. B
9. C
10. D

PERFORMANCE
BASED
ASSESSMENT

The teacher will

divide the class into
four groups. Then the
students will be asked
to create a jingle of
how do they define,
explain, and apply the
study and knowledge
 of lipids and fatty
acids in their lives.
The jingle will be at a
maximum of 3
minutes and will be
performed in front of
the class. They will be
guided in the
following criteria
below.

Criteria %
Lyrics 30
Creativity 25
Originality 15
Music 15
Interpretation 15
Total: 100%
(Self- developed)

Learning Learning Learning Experiences/ Evaluation of Integration

Objectives Content Activities Learning Outcome

TPO: Unit 12:Chemical A. 1 The teacher will prepare a Formative Multi-

 Apply the Reactions set of pictures for the whole class Assesment: Quiz Disciplinary:
principles of showing the chemical change to
conservation Lesson 1 the things that students usually Given with the English:
of mass to Occurence of a encounter and minimal pictures following questions, Learners'
chemical Chemical that shows physical changes. choose and write the communication
reactions Reaction Students will describe what they correct answer and listening
(S10MTIVe- are seeing and put the picture applicable for each. skills will be
g-23) (No. of days: 4 whether it belongs to chemical or developed.
days) physical change on the board. 1) Which of the
Then the teacher will ask them following is an Values: The
 Explain how REFERENCES: which resembles an act of example of a chemical learners can
the factors chemical change and how they reaction? realize with
affecting rates Valdoz, M. P., can say so that there is indeed a a) The break down of themselves how
of chemical Aquino, M. D., chemical change based on their food into energy important are
reactions are Biong, J. A., knowledge. (Minds-on) b) Photosynthesis in chemical
applied in & Andaya, plants reactions in daily
food M. O. (2017). c) Metal rusting life. They will
preservation Science Links d) All of the above also develop a
and materials (Worktext for good character
production, Scientific and such as
control of fire, Technological sportsmanship
 pollution, and Literacy) (pp. 2) What is the and teamwork as
corrosion 374-378). Rex substance produced by they play the
(S10MTIVh- Book Store. a chemical reaction game/ do the
j-24) called? activities
MATERIALS: a) Reactant
 Projector b) Product
EO:  PowerPoint c) Resultant
Presentation d) Reagent Arts: The
 Define  Laptop learner’s
chemical  Printed Pictures 3) What is a substance creativity will be
change and that is used up during developed by the
chemical Example of the set of pictures a chemical reaction performance task
reaction. called? assigned to them.
a) Reactant
 Describe A. 2 The teacher will discuss the b) Product
how first activity and divide the class c) Resultant
chemical into 4 diverse groups. The d) Reagent
reaction students will play a game called
takes place. “Choose your story”. The teacher 4-5) Write
will show a picture/scenario examples/applications
 State the through pictures and the students of chemical reactions
collision will choose an ending for each you encounter every
thory and scenario. This will relate to real- day.
relate to life situations of how does the
chemical process of chemical reaction 6) Chemical reactions
reaction. happens. (Minds-on) is a process in which
one set of new
 Understand Example: substances called
and apply Scenario 1: Enrique Enrique and reactants is converted
the reaction Liza come by themselves into new substances
mechanism. themselves to a called production.
dance and end up a) True
A. Fighting and ignoring each b) False
other all Fighting and ignoring c) Maybe
each other all night d) None of the above
B. Dancing with each other all
night
7)Energy is involved
Scenario 2: Enrique and Enrique in chemical reaction.
and Liza come Liza come Heat is either absorbed
together to together to a danc e or released.
but get in a fight because Liza is a) True
staring lovely b) False
at Luis and then A. Leave by c) Maybe
themselves d) None of the above
B. Reconcile and dancing with
each other all 8) An ______
night collision does not
 cause any reaction and
Scenario 3: Enrique and Enrique does not lead to
and Liza come Liza come formation of products.
together to together to a da nce, a) effective
but Enrique finds Jasmine to b) innefective
dance but Enrique finds Jasmine c) deffective
to dance with then with then d) None of the above
A. Liza is left behind
B. Liza looks for Luis to dance 9) It is the minimum
with amount of energy
needed to initiate a
Scenario 4: Enrique and Liza are chemical reaction.
date for the prom night as a) photon energy
well as Luis and Jasmine but Luis b) activation energy
asked Liza to c) deactivation energy
dance with him d) None of the above
A. Enrique did not allow Liza to
dance with him 10) The description of
B. They switch dates the path, or sequence
of steps, by which a
Scenario 5: Liza and Jasmine are reaction occurs is
best friends, Enrique is reffered to as
Liza’s boyfriend but when ____________.
Enrique saw Jasmine a) reaction
A. Enrique courts Jasmine (while mechanism
he is in b) production
relationship with Liza) then they mechanism
became c) chemical
lovers too mechanism
B. Enrique ignored Jasmine d) None of the above
because he is
jealous of her as Liza’s best
friend Key to correction.

1. D
B. The teacher will discuss what
are the indications of chemical 2. B
changes and how can they predict
products of the reactants by uses 3. A
of collision theory, activation
energy, and reaction mechanism. 4-5. Possible
The teacher will also illustrate answers:
real-life examples. Afterward, the Photosynthesis,
students will be asked to bring a rusting of nails,
tarnished piece of metal (nails, a rotting bannas,
silver necklace, rusty coin, etc) aspirin reacts with
and a liquid soap. water, decomposing
food waste, burning
The students will do an activity candle, burning
titled “ What must occur when wood
tarnished silver is polished?” The
students observed what happens 6. B
to the rusted metal when it is put
into a liquid soap with aluminum 7. A
foil in the solution. Students will
be asked about what are the 8. A
manifestations of the chemical
reaction they observed. Students 9. B
will answer the laboratory activity
sheet prepared by the teacher. 10.A
(Hands-on)

PERFORMANCE
BASED
ASSESSMENT

The students will be

divided into groups
The set uo should be look like and then ask to create
this. a skit that will
represent their
C. The students will work as a learnings in the class
group. The teacher will let them discussions. More so
play “ The happy game”. Each they are free to be
group will choose a creative and free on
spokesperson. A PowerPoint how do they illustrate
presentation will show the rules chemical reaction
and the teacher will discuss them application in real life.
in class. The given
spokesperson for each team will
choose a question. If Rubrics:
the given answer is correct, the Criteria %
teacher will enter the Depth of
corresponding understanding 30
points in the score box. the topic
Continue to play until all Presentation 20
questions have been Creativity 20
answered. answered. The team Relevance to 20
with the most points wins. society
(Authentic) Audience 10
Impact
Total: 100%

(Self-developed)
 Prepared By: Eric Vallejo
Learning Learning Content Learning Experiences/ Activities Evaluation of Integration
Objectives Learning Outcome

TPO Unit 11: Lesson 9 MINDS-ON TRADITIONAL Multi-Disciplined

Describe the Chemical The teacher will show several EVALUATION
types of energy Reaction pictures on the board that shows Identify the following Values
changes that Involves Energy the changes in energy. The statements by writing The learners will
can occur in Change learners will share their EX for Exothermic and showcase their
chemical observations to the class. The EN for Endothermic participation in
reaction/process.
reactions pictures are shown below. the class and it
can teach them
1. Candle flame.
2. Melting of ice cubes. coordination
REFERENCES 3. Evaporation of water. among other
4. Nuclear fission learners and
EO’s teachers. Respect
Valdoz, M. P., 5. Forming a bond pair
1. Observe how between atoms. to others is also
Aquino, M. D.,
exothermic and 6. Dissolving of zinc exercised when
Biong, J. A.,
endothermic chloride in water someone is
& Andaya, https://www.barrowhedgesprimary.co.uk/page/?t
takes place itle=Are+Eggs+Alive%3F+-+Spring+2&pid=281 7. Condensation of speaking in front
M. O. (2017). Unit
during chemical water of the class.
IV. Lesson 2. In 8. Producing food for
reaction. Confidence and
Science Links the plants
(Worktext for self-esteem will
2. Differentiate (Photosynthesis)
Scientific and 9. Combustion of also expected to
exothermic and see from the
Technological methane
endothermic learners.
Literacy) (pp. 10. Formation of snow
3. Explain how 379-383). Rex
https://shouldntyoubecookingsomething.wordpre
Book Store, Key to Correction: T.L.E
these types of ss.com/tag/scali-bread/
1. EX
(RBSI). The learners will
energy changes 2. EN associate their
are important 3. EN learnings in
in everyday life. 4. EX baking on how
HANDS-ON 5. EN
https://courses.lu energy change
After observing the pictures, the 6. EX
menlearning.com help in producing
teacher will asked the learners to 7.EX
/introchem/chapt 8.EN bread and pastry.
get a piece of paper and answer
er/energy- 9. EX In addition,
some questions regarding on their
changes-in- observations. The following 10. EX learners will
chemical- questions are as follows: explain the
reactions/#:~:text importance of
=Due%20to%20th  What is/are the function/s PERFORMANCE incubator in eggs,
e%20absorption of the given pictures? BASED ASSESSMENT chicks and
%20of,energy%20 ( Rubrics) infants.
between%20prod  What do you think it would
ucts%20and%20r need to carry its Finding Exo
purpose/function?
eactants.&text=T Finding Endo
his%20stored%20  Determine source of the Health
chemical%20ener energy and where does it The learners will look The learners will
gy%2C%20or,is% acted upon in each given for two (2) examples appreciate the
20known%20as% picture. of exothermic and importance of
After they write their answers, the
20its%20enthalpy endothermic energy change in
teacher will ask some learners to
. share their answers. The teacher will reaction/process in producing cold-
also explain the answers. their pressed oil. This
home/community and type of oils have
AUTHENTIC they will take a many benefits in
MATERIALS
The teacher will have a segment picture of it. They will health compare
Lab gown
called "Ask the Young Scientists!" also explain how the to hot-pressed
Laptop
where the learners will try to explain energy changes and oils.
Projector some of the application of the it's importance for
PowerPoint concepts that we discussed. each examples. English
Presentation Questions are raised by the teacher Most of the
and the learners will answer it while activities are
Rubrics for grading:
based on writing
Content 50% and speaking,
therefore
Relevance 25% learners will
enhance their
Explanation 25% vocabularies and
wearing a lab gown. speaking skills.
https://www.clipartkey.com/view/hhTobx_scientis
t-thinking-clipart-thinking-scientist/
Total 100%
The teacher will provide some
information about the Cold-pressed
Technology and it's used in
extracting oils. The teacher will also
provide information about the its
counterpart which is called the Hot-

pressed Technology.

https://ayraskincare.com/cold-pressed-oil-
vs-hot-pressed-oil/

After presenting the information,

the learners will now answer the
questions prepared by the teacher.
 These questions are related to the
topic.

Learning Learning Content Learning Experiences/ Activities Evaluation of Integration

Objectives Learning Outcome

TPO Unit 4: Lesson 10 MINDS-ON TRADITIONAL Multi-Disciplined

Apply the Chemical The teacher will ask the learners EVALUATION
principles of Reactions and on what comes to their mind Balance the given Values
conservation of Equation when they heard "Balance". chemical equation The activities will
mass to learners were highly encourage and determine it's help the learners
chemical to participate in the discussion by type of chemical to become aware
reactions. giving words. The teacher will reaction (2 points of their
(S10MTIVe-g- then create a concept map out of each item). surroundings,
23) the words they give. Example of that is, to
REFERENCES concept map is given below. 1. AgNO3 + Al ---> Ag + become
EO Valdoz, M. P., Al(NO3)3 responsible of
1. Define Aquino, M. D., their actions and
chemical Biong, J. A., 2. H2 + O2 ---> H2O become
reaction. & Andaya, observable on
M. O. (2017). Unit 3. RbNO3 + BeF2  what is
2. Identify the IV. Lesson 3. In Be(NO3)2 + RbF happening in the
types of Science Links environment.
chemical (Worktext for 4. NaCl ---> Na + Cl2 Critical thinking
reactions. Scientific and was also
Technological HANDS-ON 5. C5H5 + Fe  expected from
3. Apply the Literacy) (pp. Fe(C5H5) the learners
principles of 383-393). Rex because they will
conservation of Book Store, Key to Correction investigate on
mass to (RBSI). 1.3AgNO3 + Al ---> how chemical
chemical 3Ag(s) + Al(NO3)3 reactions are
reaction. Chang, R. & Single Replacement taking place and
Goldsby, K. Reaction how it will affect
4. Write the (2016). to people.
balanced Chemistry. (12th 2. 2H2 + O2 ---> 2H2O
equation for ed.). New York: Combination or English
given chemical McGraw-Hill. Synthesis Reaction The learners will
equations. practiced their
MATERIALS 3. 2RbNO3 + BeF2  writing skills and
Be(NO3)2 + 2 RbF enhancing their
Acetic acid Double vocabularies
(Vinegar) Replacement since they are
Reaction making
reflections and
observations.
Sodium The learners will perform an 4. 2NaCl ---> 2Na +
bicarbonate experiment on how acetic acid Cl2 Mathematics
(baking soda) (vinegar) reacts with baking soda. Analysis or Chemical
The experiment will help the Decomposition equation and
Balloons student to understand what Reaction mathematical
chemical change is and what can equation have a
A beaker or jar we observe during chemical 5. 2 C5H5 + Fe  lot in common.
reaction. The teacher will brief Fe(C5H5)2 The learners will
Laptop the learners about safety and Combination or be able to use
precaution before starting the Synthesis Reaction mathematical
Projector experiment. In addition, the concept in
teacher will also prepare the balancing
PowerPoint questions for the learners to PERFORMANCE chemical
Presentation answer. BASED ASSESSMENT equation. For
( Rubrics) more complex
https://www.offtheshelfblog.com/off-the-
shelf/2012/08/baking-soda-and-vinegar-
balancing, the
experiments.html
Reflection learners will learn
Based on the learning how to balance
AUTHENTIC of the learners, they chemical
The teacher will have a segment will choose/pick one equations using
called "Ask the Young Scientists!" to write a reflection algebraic
where the learners will try to explain on how chemical method.
the application of the chemical reactions and
reaction. balancing chemical Araling
equations are used in Panlipunan
The teacher will provide a case the following The learners will
study involving the chemical applications: appreciate the
substance known as the activities since it
ammonium nitrate--a strong  Construction is based on the
oxidizer that when contaminated industry current news
it may create an chemical  Preparation of (Beirut explosion)
reaction. This activity will be medicine and relate
based on the explosion in Beirut,  Preparation of themselves since
Lebanon killing more than 200 hair dye in hair it is an accident
salon that associate on
 Preparation of chemical
fertilizers for reactions.
domestic use.
Health
Rubrics for grading: Learners will
realize how these
Content 50% chemical
people and wounding 5000 reactions can
others. Relevance 25% danger their lives
The learners will be formed into
and threaten
groups and discussed the case study
their health. Also,
 within themselves. They will try to Explanation 25% it is important to
identify the factors why the note that not all
explosion happened. The answers of chemical
the groups will be discussed in the reactions are life
Total 100%
class.
threatening but
caution is
advised.

Learning Learning Content Learning Experiences/ Activities Evaluation of Integration

Objectives Learning Outcome

TPO Unit 4: Lesson 11 MINDS-ON TRADITIONAL Multi-Disciplined

Explain how the Rate of Chemical The teacher will present some EVALUATION
factors Reaction pictures that shows collision of Values
affecting rates objects. The learners will now Identification: The learners will
of chemical explain how these objects collide 1. It is based on the exhibit hardwork
reactions are with each other. The picture is assumption that for a through the
applied in food REFERENCES given below: reaction to occur it is activities that
preservation Valdoz, M. P., necessary for the require a lot of
and materials Aquino, M. D., reacting species research and
production, Biong, J. A., (atoms or molecules) validation. The
control of fire, & Andaya, to come together or learners will
pollution, and M. O. (2017). Unit collide with one exercised their
corrosion. IV. Lesson 4. In another. literacy in
(S10MTIVh-j- Science Links identifying the
24) (Worktext for 2. As the _____ facts and fake
Scientific and increases, the news/hoax. In
https://letstalkscience.ca/educational-
Technological resources/stem-in-context/billiards-and-collisioN movements of addition, through
EO Literacy) (pp. particles become camaraderie and
1. Explain how 394-398). Rex faster and they tend teamwork, they
reaction rates Book Store, to collide with each will create a
were (RBSI). other. This is also meaningful
determined referred to the output.
experimentally average kinetic
energy. Physical
2. Differentiate Chang, R. & https://sciencing.com/laws-pendulum-motion-
Education
8614422.html
the factors Goldsby, K. 3. This is done by The learners will
affecting the (2016). After they explain how objects cutting the substance associate the
rates of Chemistry. (12th are colliding to each other (in into small pieces, or sports Billiards in
chemical ed.). New York: macroscopic level), the teacher by grinding it into a the concepts of
reactions. McGraw-Hill. will now associate it to the powder. Increase in collision theory
collision theory which explains _________, more which explains
3. Explain how the chemical reactions among particles are exposed how chemical
the factors elements and molecules. The to the other reactant. reactions happen
affecting rates MATERIALS in atoms and
of chemical 4. It tells you how molecules.
reactions are Glass jar much solute are there
applied in food in a solution. Arts
preservation Denture cleaner The importance
and materials tablets 5. It is the substance of the effect of
production, that is added to acid rain in
control of fire, Hot and cold hasten the rate of marble statues
picture of collision theory will
pollution, and water chemical reaction. will give insight to
present by the teacher:
corrosion. the learners that
Mortal and pestle Multiple choice: if this
4.Describe Choose the correct phenomena will
chemical Laptop answer continue, it can
reactions ruin the statues
involved in Projector 6. Which of the displayed outside
plant growth, following statements causing them to
food digestion PowerPoint about collisions is deteriorate as
and spoilage, correct? time goes by.
and processes Presentation
http://www.brainkart.com/article/Collision-
affecting life theory_38673/ a. Reaction will occur Health
and the Activity Sheets even without collision The activity in
environment https://www.examfear.com/notes/Class- of molecules. chemical reaction
12/Chemistry/Chemical-
Pictures of Kinetics/1955/Collision-theory.htm in spoiled food
different b. All colliding will strengthen
phenomenon HANDS-ON particles have the what the learners
with information To show the factors affecting the same amount of already know
at the back chemical reactions, the class will energy. such as how
have simple experiments chemical
For video conducted in the classroom.
c. Only fast-moving reactions change
presentation: However, if ever there is lacking particles collide with the substance in
of materials, the teacher will each other. the food and how
Catalyst in provide videos came from the food become
chemical YouTube and/or from the teacher d. Reactions can spoiled. It will
reaction: himself/herself as their visual happen if the colliding help them to
experiment. Questions will be particles have enough understand
https://m.youtub provided by the teacher and the energy better why we
e.com/watch?v=k learners will expected to answer shouldn't eat
V0BqG0On9E it. 7. Reactions spoiled food.
eventually stop. What
Concentration in  For particle size, the is generally the reason Mathematics
chemical learners may use denture for this? The learners will
reaction: cleaner and water. used their
Comparing the powder a. The catalyst has understanding in
https://m.youtub and whole tablet in terms been used up. algebra to
e.com/watch?v=o of reaction time. balance the
_TJEHzjBLM equation in
  For temperature, denture b. The particles have chemical
cleaner tablets are placed run out of energy. reactions.
in separate containers of
water with varying c. One or more of the T.L.E
temperature (hot and reactants has been The evaluation let
cold water). used up. the learners to
 For using catalysts and explore the use of
concentration, the d. Wrong catalyst was media and
teacher have the choice used. technology to
to use the lab or present a create a
video. This is to consider 8. In a reaction with meaningful video
the availability of hydrochloric acid, why presentation.
materials available. does powdered
magnesium
AUTHENTIC reacts faster than the
The teacher will have a segment same mass of
called "Ask the Young magnesium ribbon?
Scientists!" where the learners
will be able to apply their a. The powdered
understanding to explain and magnesium contains
describe how chemical reactions more atoms than the
are happening around us. magnesium
ribbon.
Learners will be group into four.
They are task to explain how b. The powdered
chemical reaction is connected to magnesium is hotter
the given phenomena. The than the magnesium
teacher will give them a ribbon.
designated phenomenon with a
information at the back of the c. The powdered
magnesium has a
bigger surface area
than the magnesium
ribbon.

d. The powdered
magnesium has a
smaller surface area
picture than the magnesium
ribbon.
Group 1: Corrosion
https://www.alliedcorrosion.com/cathodic-
protection-basics/basic-theory-of-metallic-
9. Marble reacts with
corrosion/ hydrochloric acid to
produce calcium
chloride, water
and carbon dioxide. In
 which of these
mixtures is the rate of
reaction likely to be
the greatest?

a. 1 g of marble chips
in 100 cm3 of
hydrochloric acid at
20°C.

Group 2: b. 1 g of powdered
Food Spoilage marble in 100 cm3 of
https://www.ift.org/news-and-publications/food- hydrochloric acid at
technology-
magazine/issues/2017/november/columns/food- 30°C.
safety-and-quality-microbial-spoilage

c. 1 g of powdered
marble in 100 cm3 of
hydrochloric acid at
20°C.

Group 3:
Plant Growth (difference of pH
levels)
https://www.mdpi.com/2223-7747/8/1/24/htm
Group
Acid
Sculptures
https://www.britannica.com/amp/story/what-
happened-to-acid-rain
After their collaboration, the
answers of the learners will be
posted and the teacher will
discussed each phenomenon.
d. 1 g of marble chips
in 100cm3 of
hydrochloric acid at
30°C.
10. Manganese
dioxide is a black
4:
powder that catalyzes
Rain in
the breakdown of
Marble
hydrogen peroxide to
water and oxygen.
Which of the following
statements is correct?
a. The mass of
manganese dioxide
will stay the same
during the reaction.
b. The catalyzed
reaction will produce
more oxygen than the
uncatalyzed reaction.

c. The particles in the

catalyzed reaction will
have more energy
than in the
uncatalyzed reaction.

d. Manganese dioxide
will cause production
of more water.

Key to correction
1. Collision Theory
2. Temperature
3. Surface area
4. Concentration
5. Catalyst

Multiple choice:
6. D
7. C
8. C
9. B
10. A

PERFORMANCE
BASED ASSESSMENT
( Rubrics)

The learners will

create a video
presentation that
showcase the
principles in chemical
reaction. The
information must be
based on facts and
research.
Rubrics for
grading:
Inferences 35%
Creativity 25%
Visuals 25%
Organizati 10%
on
Grammar 5%
and
Spelling
Total 100%