Republic of the Philippines

Department of Education
Region XII
Elias Buscano Sr. High School
General Santos City

Lesson Plan in Science Grade 12

Teacher ETHEL M. GARCES Grade Level 11/12

Teaching Date FEBRUARY 04, 2022 Learning Area PHYSICAL SCIENCE

Teaching Time 11:00 AM – 12:00 PM Quarter THIRD

Objectives must be met over the week and connected to the curriculum standard. To meet the objectives, necessary procedure
must be followed and if needed, additional lesson exercises and remedial activities may be done for the developing content
I. OBJECTIVES knowledge and competencies. These are assessed during Formative Assessment strategies. Valuing objectives support the
learning of the content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guide.

Learners shows understanding of the following aspects of chemical changes: a. how fast a
reaction takes place
A. Content Standard
b. how much reactants are needed and how much products are formed in a reaction

c. how much energy is involved in a reaction.

Make either a poster, a flyer, or a brochure on a product(such as fuels, household, or

B. Performance Standards
personal care products) indicating its uses, properties, mode of action, and precautions

C. Learning Competencies
1. Define catalyst and describe how it affects reaction rate
(Write the LC Codes for Each)

The learners should be able to:

D. Objectives 1. define catalyst;

2. describe how catalyst affects chemical reaction rate; and

3. give the importance of catalyst in chemical reaction.

Content is what the lesson is all about. It pertains to the subject matter that the teacher
aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT
CATALYST

List the materials to be used in different days. Varied materials sustain children’s interest in
the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES
materials as well as paper-based materials. Hands-on learning promotes concept
development.

A. References

1. Teacher’s Guide pages NA

2. Learners’ Materials pages NA

 3. Textbooks pages NA

4. Additional Materials from NA

Learning Resource (LR) Portal

B. Other Learning Resources SLM Quarter 1 Module 8

These steps should be done across the week. Spread out the activities appropriately so that
the students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by
IV. PROCEDURE
providing students with multiple ways to learn new things, practice their learning, question
their learning processes, and draw conclusion about what they learned in relation to their
life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous lesson or Activity1: Paint Me A Picture!

presenting the new lesson
 Let the students view the Videos on (Project the video Elephant’s Toothpaste and Genie
ELICIT in a Bottle.)

A. Establishing a purpose for the Mechanics:

lesson
 Think of 5 words that best describe what you have seen in the video.

Let the other group identify the word. The group who was able to identify more words at a
B. Presenting examples/instances of fastest time will be the winner.
the new lesson

ENGAGE
 Show to students two demonstrations and have them look for evidence that a gas is
produced in the chemical reactions.

(Show the video of two demonstrations where water vapor and oxygen gas are
produced in the exact same chemical reaction. Because gases are invisible, ask
students to watch closely for evidence that a gas is produced.)

Guide Question:

1. What have you observed in the video?

2. Are both of these chemical changes? How do you know?

 Bubble

 Heat

 Chemical/ Substance

 Chemical Change

C. Discussing of the new concepts
and practicing new skills #1
D. Discussing of the new concepts
and practicing new skills #2
EXPLORE
E. Developing mastery
(Leads to formative assessment)
EXPLAIN
F. Finding practical applications to
concepts and skills in daily living
G. Making generalization and
abstraction
ELABORATE
 Group Activity: Mini laboratory experiment.
On each table they will find the activity sheet and the materials for the experiment.
 Read the general instruction for the activity. Remind them of the Do’s and Don’ts’ in
the laboratory.
Activity 2. Let’s Experiment
(PLEASE SEE ATTACHED ACTIVITY SHEET.)
Students will record their observations and answer questions about the activity on the
manila paper provided.
Guide Questions:
(Group 1)
1. What clues did you have that a chemical reaction occurred in this activity?
2. What is the catalyst in this activity?
3. What evidence do you have that hydrogen peroxide decomposed faster when you added
yeast?
4. When you write the chemical equation for this reaction, should yeast be included on the
product side of the chemical equation?
Now, let the learner explain their answers using the guide question:
1. What clues did you have that a chemical reaction occurred in this activity?
 Bubbling. Tell students that a change in temperature is also a sign that a
chemical reaction may be occurring.
2. What is the catalyst in this activity?

 A substance in yeast

3. What evidence do you have that hydrogen peroxide decomposed faster when you added
yeast?

 Bubbles of oxygen gas were produced after the yeast was added.

4. When you write the chemical equation for this reaction, should yeast be included on the
product side of the chemical equation?

 Catalyst in the yeast does not end up in the products but is a substance
that helps the decomposition happen faster. Sometimes a catalyst is
written above or below the arrow in a chemical equation, but it is never
included with the reactants or products.
 In general, catalysts work by providing a place where reactants can come
together to react. Explain to students that cells in yeast and other organisms contain
a catalyst called catalase. Through normal cell processes, living things produce
hydrogen peroxide in their cells. But hydrogen peroxide is a poison so the cells need
a way to break it down very quickly. Cells contain catalase, which breaks down
hydrogen peroxide at a very fast rate. A single molecule of catalase can catalyze the
breakdown of millions of hydrogen peroxide molecules every second.

Example of catalyst found in our body in the form of enzyme.

H. Evaluating learning Pen and Paper Test.

EVALUATION 1. What does a catalyst do to a chemical reaction?

A. Put the reaction on hold

B. Slow down the reaction

C. Speed up the reaction

D. Stop the reaction

2. When a catalyst speeds up the rate and increases efficiency of a reaction, what
happens to the energy state of that reaction?

A. It is increased and then decreases.

B. It is raised to a higher energy state.

C. It stays the same.

D. It is lowered.

3. How can a catalyst affect the reaction?

A. It actually participates in the reaction.

B. It always decreases the rate for a reaction.

C. It decreases the activation energy for a reaction.

 D. It does not affect a reaction energy path.

4. Which of the following equation best illustrate the presence of a catalysts?

A. 2Li + 2H2O  2LiOH + H2

B. Cl2 + KI  2KCl + I2

C. H2O2  H2O2 + O2

D. 3Mg + N2 Mg3N2

5. In what way can enzymes affect the reactions in living cells?

A. By changing the products of the reaction.

B. By changing the speed of the reaction.

C. By changing the temperature of the reaction.

D. By changing the pH of the reaction.

I. Additional activities for application

or remediation

EXTEND

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’
progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION
Identify what help your instructional supervisor can provide for you so when you meet
them, you can ask them relevant questions.

A. No. of the learners earned 80% in the

evaluation

B. No. of learners who required

additional activities for remediation
who scored below 80%

C. Did the remedial lesson work?

Number of learners who have caught
up with the lesson

D. Number of learners 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 my 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:

ETHEL M. GARCES
Teacher II
Checked by:

MARIA TERESA G. OLINO

School Head

ACTIVITY SHEET
A Catalyst and the Rate of Reaction

A. Objective
In this activity, you will be find out how a catalyst increase the rate of a chemical reaction but is
not incorporated into the products of the reaction.

B. Materials for Each Group

 Graduated cylinder
 Hydrogen peroxide (3%)
 Yeast
 Popsicle stick
 Detergent solution
 Dropper

C. Procedure

1. Add 10 mL of hydrogen peroxide to a graduated cylinder. Add 1 drop of detergent solution. Swirl gently and
watch the solution for any bubbling.

2. Use the end of a Popsicle stick to add a small amount of yeast to the hydrogen peroxide in the graduated
cylinder and swirl.

3. Place the graduated cylinder on the table and watch for any bubbling.

4. Hold the graduated cylinder to see if there seems to be any change in temperature.

GUIDE QUESTIONS:

1. What clues did you have that a chemical reaction occurred in this activity?
2. What is the catalyst in this activity?
3. What evidence do you have that hydrogen peroxide decomposed faster when you added yeast?
4. When you write the chemical equation for this reaction, should yeast be included on the product side
of the chemical equation?