A Detailed Lesson Plan in Science 10

Content Standard: The chemical reactions associated with biological and industrial processes affecting
life and the environment.
Performance Standard: Present chemical reactions involved in biological and industrial processes
affecting life and the environment.
Learning Competency: Apply the principles of conservation of mass to chemical reactions.

I. OBJECTIVES
a. Recognize that the number of atoms of each element is conserved in a
chemical reaction;
b. Apply the law of conservation of mass in balancing chemical equations; and
c. Relate the concept of balancing chemical equations in real life situations.

II. SUBJECT MATTER

Title: Balancing of Chemical Equations
Refererence/s:
Balancing Chemical Equations. (2020, February 25). PhET.
https://phet.colorado.edu/en/simulation/balancing-chemical-
equations
Nunez, J. (n.d.). Writing and Balancing Chemical Equations |
Introductory Chemistry – Lecture & Lab. Lumen Learning.
https://courses.lumenlearning.com/atd-sanjac-
introductorychemistry/chapter/writing-and-balancing-chemical-
equations-2/
Materials: Laptop, PowerPoint Presentation, Whiteboard, and Visual Aids

III. PROCEDURES
Teacher’s Activity Learners’ Activity
A. Preliminary Activities

Good morning, class.

Good morning, Ma’am.
Let us start the day with a prayer.

Sophia, please lead us.

(Sophia will lead the prayer.)
The monitor shows that all of you are already here.
Should there be problems regarding internet
connections please inform me right away.
Yes Ma’am.
A gentle reminder for everyone to always:
1. Be on time;
2. Be presentable;
3. Use hand/virtual signals;
4. Turn your cameras on (as much as possible);
5. Mute your microphones; and
6. Chat responsibly.

Are we clear with this?

Then, can you give me a virtual thumbs up?

Thank you, class. Yes, Ma’am.

(Students will do as they are told.)

B. Review of the Past Lesson

Last meeting, we were able to discuss the Law of

Conservation of Mass. In this lesson we’ve
learned that Mass is neither created nor destroyed.

Can you tell me the implication of this law in this

picture?

Yes, Angela?

The picture shows that the amount of carbon

present in the wood before it was burnt is the same
as the amount of ash that will be formed after
burning the wood despite the decrease in its
size.
Well said, Angela!

Is the law of conservation of mass clear to all of

you then?
Yes, Ma’am.
No questions remaining?

Great! Now I can say that we are ready to begin

our lesson that is very much related to our previous
topic with a title that is yet to be revealed in an
activity that I have prepared for you.

C. Motivation

This activity is entitled: “Word Search”. All you

have to do is to find words you think are related to
our lesson.

I will be giving you a minute to find the words.

Send them to the chat via direct message and let us
see who got the answers correctly.

(The students will participate in the activity)

You have 10 seconds left to key-in your answers

before I lock the chat box temporarily.

Time’s up! Let us check your answers.

The words that are:
1. Element
2. Atom
3. Reactant
4. Yield
5. Product
6. Equation
7. Coefficient
8. Balance

Everyone who got all the answers correctly, please

give yourselves a virtual clap for a job well done!

(The Students will do as they are told)

At this juncture, you must have concluded the
lesson we are having. Can you share your guesses?

Yes, Francine?
Is it about balancing of equations, Ma’am?
Exactly!

Now that the lesson is revealed, are you ready to

start?
Yes, Ma’am.

IV. LESSON PROPER

A. Introduction of the Lesson

For starters, let us have another activity entitled:

“Make it Make Sense!”

In this activity, I will be flashing groups of images

that seem to make no sense – and your task is to
make them make sense.

Are we clear with this?

Yes, Ma’am.
All right then, try to answer this:

If you have questions, do not hesitate to ask. Yes,

Ericka?

Can we make use of numbers, Ma’am?

Yes, you can. Do you already know the
answer,Ericka?
Is it 1 strawberry, 2 blueberries, and 1mixed
berries, Ma’am?
Very good, Ericka!

Class, in this activity, all you need to do is to

manipulate the images until they are equal to
eachother.

Let me guide you:

1. Take note of the present objects on
bothsides;
2. Count the number of object on each
side,compare them to each other;
and
3. Make them equal to each other.
Let us try this one:

(The students will proceed with theactivity)

Are you done?

Yes, Ma’am.
All right. Now, let us reveal the answers
byanswering the following:

First, How many red cars were used to

make asmiling car?
Yes, Cyril? We need to 1 red car to produce asmiling car,
Ma’am.
That’s correct! Thank you.

How about the number of smileys we need to make

asmiling car?
Yes, Justine?
We also need 1 smiley to produce asmiling car,
Ma’am.
That’s also correct! Thank you.

Now class, how do we make the image make

sense?
Yes, Gail?
We need to put the numbers in theblank. We
need 2 red cars and 2 smileys to produce 2
smiling cars, Ma’am.
Exactly!

Is the activity hard or confusing?

No, Ma’am.
I am glad that you don’t find it hard or confusing
because the concepts that we used are going to be
very similar to our lesson.

B. Discussion

Chemical equations are representations of chemical

reactions in forms such as element symbols, arrows,
and numbers.

Do you still remember the components of a

chemical reaction?
Yes, Ma’am.
Can you tell me 1 of the components you still
remember?
Yes, Arvin?
Reactants. These are elements/compounds that are
present prior to reaction.
Correct!

How about you, Ram? Correct!

Products. These are elements/compounds that are
present after the reaction.
How about the numbers that we see in a chemical
equation?
Yes, Camille?
We have two sets of numbers present in an equation
and these are coefficients and subscripts.
Correct!

It is important to know the difference between these

numbers because for a chemical equation to
conform to the Law of Conservation of Mass, it has
to be balanced using these numbers.

Balancing of an equation is a process following the

Law of Conservation of Mass. It is the act of
predicting the amount of reactants needed to form a
product.
The following are the steps that we need to follow:
1. Take note of the present elements on both
sides of the equation;
2. Count the number of atoms on both sides of
the equation; and
3. Balance the equation by placing
appropriate coefficients.

Do you have questions?

None, Ma’am.
Shall we try one problem?
Yes, Ma’am.

Yes, Clarisse?
The answer will be:

Very good!

Did you notice something?

Yes, Andrei?
The process is familiar, Ma’am. It’s the same
process we followed in the activity a while ago.
How observant! That’s right.

The process that we had last time mimics the

process of balancing of the equation.
During our activity the following representations
are used:

Do you have questions?

None, Ma’am.
Can you solve another one on your own now?
Yes, Ma’am
V. APPLICATION

Since you said that you could balance an equation

onyour own, I will give you 5 minutes to solve the
following.

(The students will do as they are told.)

If you have questions, do not hesitate to ask.

Yes, Ma’am.
Time’s up! Take a picture of your answer sheet
andpost them in our google classroom.
(The students will do as they are told.)
Submission later that 15 minutes after our class
will be deducted.

VI. GENERALIZATION

All right then, are you ready to continue?

Yes, Ma’am.
Can I have a virtual ‘Thumbs Up’ if you’re still
with me?
(The students will do as they are told.)
Thank you for your cooperation!

Is everything clear to you?

Yes, Ma’am
Really?

Then can you define the Law of Conservation

of Mass in your own terms?
Yes, Louise?
The Law of Conservation of Mass states that mass
is neither created nordestroyed.
Thank you, Louise!

Now, how do we relate the Law of Conservation

of Mass to Balancing of Equations?
Yes, Kris?
A chemical equation should follow theLaw of
Conservation of Mass. For an
equation to follow this law, we need tobalance the
equation.
Thank you, Kris!
Can anyone of you tell me how we balance
an equation?
Yes, Myca?
There are 3 steps in balancing anequation:
1. Take note of the present elements on both
sides of the equation;
2. Count the number of atoms on both sides
of the equation; and
3. Balance the equation by placing
appropriate coefficients.
Thank you, Myca!

But how can we say that an equation is

balanced?
Yes, Crystal?
When the number of elements or compounds in
the reactants side is equal to the number of
products.

Exactly! Thank you, Crystal.

Since all of our concepts are clear to you, are

you ready for a quiz? Yes, Ma’am.

G. EVALUATION
Note: The link for the quiz will be distributed to the students via chat box.
Part 1: Label the following and write a brief definition of the term.

Part 2: Balance the following equations:

1.
SnO2 + H2  Sn + H2O
2.
NH3 + O2  NO + H2O
3. KNO3 + H2CO3  K2CO3 +_______HNO3
4.
C3H8 + O2  CO2 + H2O
5.
Fe + O2 ________Fe2O3
VIII. ASSIGNMENT

 Make an advanced reading about the Collision theory and prepare for a graded
recitation next meeting. You can visit the link provided below for your reference:
https://chem.libretexts.org/Bookshelves/Physical_and_Theoretical_Chemistry_Textbook
_Maps/Supplemental_Modules_(Physical_and_Theoretical_Chemistry)/Kinetics/06%3A
_Modeling_Reaction_Kinetics/6.01%3A_Collision_Theory/6.1.06%3A_The_Collision_
Theory