School TARLAC NATIONAL HIGH SCHOOL – MAIN Grade Level 12

Teacher JOAN A. RIPARIP Learning Area Physical Science

ARISTOTLE
(8:30-9:50 AM M, W)
MARX
DAILY (1:40-3:00PM M, TH)
LESSON LOG WEEK 6 PACIOLI
Teaching Dates (7:00-8:30 AM, W, F)
(April 26, 2021) SMITH Quarter Third
& Time
(10:00-11:20 AM W, F)
TAYLOR
(12:10-1:30 PM, W, F)
FAYOL
(3:10-4:30 PM, W,F)

I. OBJECTIVES
Content The learners demonstrate understanding of the aspects of chemical changes:
A.
Standards a. how fast a reaction takes place
Performance Explain how fast/slow a reaction can take place
B.
Standards
Learning At the end of the lesson, students should be able to:
Competency/Wr 1. Use simple collision theory to explain the effects of concentration, temperature, and particle
C.
ite the LC code size on the rate of reaction (S11/12PS-IIIf-23);
for each 2. Define catalyst and describe how it affects reaction rate (S11/12PS-IIIf-24)
II. CONTENT Rates of Chemical Reaction
III. LEARNING
RESOURCES
References  Punzalan, J., Monserrat, R., (2016). Science in Today’s world Physical Science. Sibs Publishing
House. Quezon City
A.
 Learning Guide. Science in Today’s world Physical Science. Sibs Publishing House. Quezon
City
1. Teacher’s p. 152-164
Guide pages
2. Learner’s
Material pages
3. Textbook p. 64-69
pages
4. Additional
Materials from
Learning
Resources (LR)
portal
Other Learning Laptop., cellphone, book, internet
B.
Resources
IV. PROCEDURE
S
A. Reviewing Ask the students about their assigned activity about rates of reaction and ask them if they were able to
previous lesson perform their activity.
or presenting the
new lesson
Establishing a Explain why they are given activity prior to the discussion of the lesson.
B. purpose for the
lesson

To review, present pictures and let the student answer what kind of reaction took place to the example
shown.

Presenting
examples/Instan
ces of the new
lesson

C.
 A. PHYSICAL AND CHEMICAL CHANGE

The teacher will begin to discuss about the physical and chemical change using the examples
shown a while ago.

D.

Discussing new
concepts and
practicing new
skills #1

B. COLLISION THEORY

Reactions proceed at different rates. Some are slow, while others are fast. When a reaction occurs
slowly, it is described to have a low rate of reaction. If a reaction occurs fast, it has a high rate of
reaction.

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.

 Reactants must be in their proper orientation. Proper orientation or alignment of the

reactant particles allows for effective bond formation during collision. Particles that are
not properly oriented are likely to bounce back unreacted; hence no products are
formed.
 Molecules must possess enough energy to initiate a reaction . The minimum amount of
energy that the reactant particles must possess to initiate the reaction is referred to as
activation energy. This energy is associated to a hump in a path. For a reaction to occur,
Discussing new the reacting particles must possess enough energy to jump over the hump. Each
concepts and
reaction has its own unique activation energy. A large activation energy results in a
practicing new
skills # 2 slow reaction; a small activation energy gives a fast reaction.

C. FACTORS AFFECTING THE RATE OF CHEMICAL REACTION

E.
• Temperature – if the temperature of a reaction system is increased, the average speed of the
particles is also increased.
 Concentration – increasing the concentration means increasing the amount of reacting species
per unit volume.
 Surface Area – in chemical reactions, if one of the reactants is solid, the surface area of the
solid will affect the rate of chemical reaction.
 Catalyst – is a substance that increases the rate of a reaction by providing an alternative
pathway for the reaction to occur; that is, one with a lower activation energy.
Developing
Mastery (Leads Activity: Let the learners answer the questions of the teacher about their activity and let them share their
F. to Formative findings on the four experiments they performed during the asynchronous meeting last week.
Assessment)

Finding practical Relate the topic to some household applications /chemical reactions.
applications of
G. concepts and
skills in daily
living
Making The teacher will be going to ask series of questions to generalized the topic.
generalizations
H.
and abstractions
about the lesson
I. Evaluating Explain the following based on your knowledge of the collision theory and the
Learning factors that affect the rates of reactions.

1. Coal dusts burn faster than a single lump of coal

2. Hydrogen and Oxygen react smoothly at room temperature in the presence of finely divided
platinum
3. The rates of chemical reactions approximately double for each 10◦C rise in temperature.
4. Milk sours if left out for a day or two but will last two weeks in the refrigerator
 5. Wood burns explosively in pure O2, but slowly in air which is about 20% O2 .
Additional
Activities Using the padlet, students will post their reflection about the lesson for the day.

J.
https://padlet.com/joanriparip/u9o1iaiw6uli9drt

What I understand
What I don’t understand
What I am interested in knowing more
V. REMARKS
REFLECTION
VI.
S
No. of learners
A. who earned 80%
in the evaluation
No. of learners
who require
add’ll activities
B.
for remediation
who scored
below 80%
Did the remedial
lesson work?
No. of learners
C.
who have caught
up with the
lesson
No. of learners
who continue to
D.
require
remediation
Which of my
teaching
strategies
E.
worked well?
Why did these
work?
What difficulties
did I encounter
which my
F.
principal or
supervisor can
help me solve?
What innovation
or localized
materials did I
G. used/discover
which I wish to
share with other
teachers?

Prepared by: Checked: Reviewed by: Approved:

JOAN A. RIPARIP THELMA O. LAMUG, PhD HAZEL VI D. CORPUZ DIONISIO D. MADRIAGA PhD.
Subject Teacher Master Teacher II Assistant Principal -CID Principal II
Subject Group Head