Detailed Lesson Plan in Science

I. Objectives:
At the end of the lesson the students are expected to:
● Identify the components of a balanced chemical equation.
● Analyze unbalanced chemical equations and determine the appropriate
coefficients to achieve balance; and
● Appreciate the significance of balancing chemical equations in understanding
chemical reactions.
II. Subject Matter
Topic: Balancing Chemical Equations
References:

• Balancing Chemical Equations | CK-12 Foundation (ck12.org)

https://flexbooks.ck12.org/cbook/ck-12-middle-school-physical-science-
flexbook-2.0/section/5.17/primary/lesson/balancing-chemical-equations-ms-
ps/
• Balancing chemical equations - How to Balance Chemical Equations Easily (2
Methods + Steps) (byjus.com) https://byjus.com/chemistry/balancing-
chemical-equations/
• Easy Steps for Balancing Chemical Equations (thoughtco.com)
https://www.thoughtco.com/how-to-balance-chemical-equations-603860
Materials:
Activity:
● Assorted Candy
● Manila Paper
● Marker
● Printed worksheets with unbalanced chemical equations

Lesson Proper:
● PowerPoint presentation
● Pictures and Videos
● Chalk and Chalkboard
● Instructional materials
Science Concepts:
• Balancing chemical equations ensures that the number of atoms of each element is the
same on both sides of the equation.
 • Coefficients are used to adjust the number of molecules or formula units involved in a
chemical reaction to achieve balance.
• The law of conservation of mass states that mass is neither created nor destroyed in a
chemical reaction, emphasizing the importance of balanced equations.
Science Processes: Classifying, Applying, Analyzing, Predicting
Values Integration: Sometimes balancing chemical equations can be tough, but with
persistence, we can figure it out. Life is full of challenges, but when we persevere and
keep trying, we grow and become stronger, both in chemistry and in life.
Methodology: Inquiry-based learning, Learner Centered Teaching, Collaborative
Learning

III. Procedures:
A. Preliminary Activities

Teacher Activity Students Activity

1. Opening Prayer
Greetings, Class! Before we formally
start let us first ask guidance to our
Lord. May I call on Student A to lead the
prayer?
(Student A leads the prayer)
Thank you for that wonderful prayer,
Student A.

2. Classroom Management

Once again, good morning, everyone.

Before you take a seat, kindly pick up any
pieces of dirt or trash you see around your
desks or under your chairs and align your
chairs properly.
(students pick up pieces of dirt and arrange
their chairs properly)
How are you, class?
We are doing good, ma’am.
It is good to hear that you are all doing
well. I hope you had a great breakfast
because we need a lot of energy for us to
fully understand the lesson.
When it comes to our classroom rules just
remember these few reminders for us to be
more organized.

First, listen whenever someone is talking.

Second, avoid making unnecessary noises.
Third, raise your hand if you want to be
recognized. And lastly, ask permission
first and then get these student passes
before going out of the room.

Is that clear, class?

Do you have any questions or

clarifications?

3. Checking of Attendance
Do we have absentees for today's class,
Ms. Secretary?

That’s great! I`m happy that all of you are

present today.

Review

Now it is time to check your mind.

Let's have a quick review.

Can Anyone remember what have we

tackled last meeting?
(students raise hands)
Yes, Student A.
Student A: We have talked about chemical
reactions, ma’am.
Alright, very good!

Can anyone recall what are these chemical

reactions?
(students raise hands)
Yes, Student B.
Student B: Chemical reactions are when
substances change to make new substances.
Excellent! It seems like you paid good
attention to the lessons that have been
discussed and understood them well. Does
anyone have clarifications regarding the
past lesson?
None, ma’am.
We are now ready to proceed with our
next lesson.

4. Motivation

But before that, I have here some pictures.

*teacher flashes pictures*

What do you see in these pictures? Take a

moment to observe and share your
thoughts. (students raise hands)
Go ahead, Student B. Student B: I see a balance scale with objects
on both sides. It looks like the weights are
equal on each side.
Very good! What about Student C?
Student C: I see a picture of a tightrope
walker. She’s walking carefully to maintain
balance on the rope.
Exactly. How about Student D?
Student D: I notice a seesaw with two
children.
Exactly! Whether it's a balance scale or a
seesaw, the idea of balance is the same.
It's about having equal forces or weights
on both sides to maintain stability.
Any idea on what our lesson might be?
(students raise hands)
Yes, Student E.
Student E: I guess it is all about balancing in
chemistry, ma’am.
Great job! You're all on the right track.
Today, we're going to explore how we can
achieve this kind of balance in chemistry.
We'll learn how to adjust different
elements to ensure that everything
matches up perfectly, just like what you
see in these pictures.
B. Lesson Proper

Teacher Activity Students Activity

For us to be guided here are our lesson

objectives:

At the end of this lesson, the students should be

able to:

Anyone who wants to read the first one?

(Students raise hands)
Yes, Student A. Go ahead.
(Student A reads the first objective)

Identify the components of a balanced

chemical equation.
Thank you, Student A. How about the second
learning objective? Anyone who wants to read?
(Students raise hands)
Yes, Student B.
(Student B reads the second objective)

Analyze unbalanced chemical equations and

determine the appropriate coefficients to
achieve balance; and
Thank you, Student B. Anyone who wants to
read the last one?
(Students raise hands)
Yes, Student C.
(Student C reads the last objective)

Appreciate the significance of balancing

chemical equations in understanding
chemical reactions.
Very good! Are the learning objectives clear to
you class?
Yes, ma’am.
Do you have questions or clarifications?
None, ma’am.
If none let us now proceed with our main
discussion.

A chemical equation is a written description of

what happens in a chemical reaction.
Can anyone tell me what dish these ingredients
might create?

(Teacher presents a list of ingredients on the

screen, such as tomatoes, ground beef, onions,
garlic, and pasta)
(students raise hands)
Go ahead, Student D.
Student D: Spaghetti, ma’am.
How about this one?

*teacher flashes another set of ingredients*

(students raise hands)
Yes, Student E.
Student E: Pizza, ma’am.
It's indeed the ingredients for a mouthwatering
pizza!

Now, let's think about chemical equations. A

chemical equation has the general form:

Reactants → Products

The starting materials, called reactants, are

listed on the lefthand side of the equation. Next
comes an arrow that indicates the direction of
the reaction. The righthand side of the reaction
lists the substances that are made, called
products.

Just as ingredients combine to make a tasty dish

in cooking, reactants come together to form
products in a chemical equation. Reactants are
like the ingredients, and products are like the
final dish. So, just as we can anticipate what a
recipe will make based on its ingredients, we
can foresee the products of a chemical reaction
by knowing its reactants.

Alright, everyone, look at this chemical

equation up on the screen. Can anyone tell me
if it's balanced or not?
 (students raise hands)
Yes, Student F.
Student F: Um, it looks like there are
different numbers of atoms on each side. So,
I don't think it's balanced.
Great observation, Student F! Indeed, a
balanced chemical equation ensures that the
same number of each type of atom appears on
both sides. Here's the balanced equation.

Now, take a moment to compare the two

equations. What differences do you notice?
(students raise hands)
Yes, Student G.
Student G: In the unbalanced equation, there
are no numbers written before the chemical
formulas, but in the balanced one, there are
these numbers.
Excellent observation, Student G! Those
numbers before the chemical formulas are
called coefficients. They represent the relative
amounts of each substance involved in the
reaction.
Student H: So, the coefficients help balance
the equation?
Exactly! Balancing the equation involves
adding coefficients to make sure the number of
atoms of each element is the same on both
sides. It's like adjusting the quantities of
ingredients in a recipe to make it just right.

Think of it like this: Imagine you have a recipe

to make cookies, but you only have half of the
ingredients. Would your cookies turn out right?
Student I: No, they wouldn’t.
Exactly! Remember, in a balanced equation, the
number of the elements in both sides of the
equation are the same.

As you can see, a balanced chemical equation

has the following:
Chemical symbols – are the letters that
represent the elements.
Subscripts – are the small numbers written
under the letter, specifically on the lower right
side of the chemical symbol.
The “+” sign – when there are two or more
formulas on the same side, they are separated
by this sign.
Yields or produces – is the arrow that indicates
what will be formed or produces after the
chemical reaction.

Balancing a chemical equation ensures that the

Law of Conservation of Mass is maintained.
This law states that mass is neither created nor
destroyed in a chemical reaction; it is merely
rearranged to form new substances.

Now that we've learned about the concept and

anatomy of a balanced equation, are you ready
to give it a try?
(nodding eagerly)
In balancing a chemical equation, we have four
easy steps to follow:

1. Write the unbalanced equation to show

the reactants and products.
2. Write down how many atoms of each
element there are on each side of the
reaction arrow.
3. Add coefficients (the numbers in front
of the formulas) so the number of atoms
of each element is the same on both
sides of the equation. It's easiest to
balance the hydrogen and oxygen atoms
last.
4. Check your work.

Let's follow these steps together:

Step 1: Write the unbalanced equation.

Let's take an example equation:

𝐻2+𝑂2→𝐻2𝑂

Now, for step 2, what is it again? (students raise hands)

Yes, Student J. Student J: Write down how many atoms of
each element there are on each side of the
reaction arrow, ma’am.

Step 2: Count the atoms.

On the reactant side, we have how many

hydrogen and oxygen atoms?
(students raise hands)
Go ahead, Student K.
Student K: 2 hydrogen atoms and 2 oxygen
atoms, ma’am.
Alright, very good. How about on the product
side? How many hydrogen and oxygen atoms
do we have?
(students raise hands)
Yes, Student L.
Student L: 2 hydrogen atoms and 1 oxygen
atom, ma’am.
Step 3: Add coefficients.

To balance the oxygen atoms, we can start by

adding a coefficient of 2 in front of H2O on the
right side:

𝐻2+𝑂2→2𝐻2𝑂

Now, let's check if it balances the hydrogen

atoms by multiplying the coefficient to the
subscripts:

Reactant side: 2×2 = 4 hydrogen atoms

Product side: 2×2 = 4 hydrogen atoms

Both sides have the same number of hydrogen

atoms, so is the equation balanced now?
Student M: Yes, ma’am.
Step 4: Check your work.

Now, let's double-check:

4 hydrogen atoms on the left side match 4

hydrogen atoms on the right side.
2 oxygen atoms on the left side match 2 oxygen
atoms on the right side.
 The equation is balanced, and we've
successfully followed the four steps!

Are you now ready for your activity?

Yes, ma’am!

C. Application

Teacher Activity Students Activity

Instructions:

Forming Groups:
• Form into four groups.
• You will work together within your
respective groups to solve the
balancing equations activity.
• Once your groups are formed, you
may begin the activity.

Handling of Candies:
• Do not eat the candies provided for
this activity.
• Before handling the candies, ensure
that you sanitize your hands
thoroughly.

Rules for Balancing:

• Only adjust the coefficients (numbers
in front of the chemical formulas), not
the subscripts (numbers within the
chemical formulas).
• Ensure that you have the same
number of candies on each side of the
equation.

Follow these instructions carefully as you

work through the activity. Remember, the
goal is to balance the equations while
ensuring that the number of candies on each
side remains the same. Enjoy the challenge!
(students proceeds to do the activity)
 Do you have questions or clarifications
regarding the activity?
None, Ma’am.

D. Generalization

Teacher Activity Students Activity

Alright, if you don’t have any questions. At

this point, we will play a game.

Are you familiar with Cabbage Relay?

A little bit, ma’am.
Alright for the instructions, you need to listen
very carefully.

I have cabbage here. The game will start as

soon as I play the music and then you must
pass the cabbage around the classroom. When
the music stops, the one holding the cabbage
must take off a piece of its leaves/paper.
He/she must answer the question written on
it.

Did you get it, class?

Yes, ma’am.
Remember, the player must read the question
once and answer right away. Are clear on
that?
Yes, ma’am.
Okay! Let the game begin. (The students participate in the game)
(The teacher plays the music)

(The teacher stops the music)

We have Student H! Go ahead.

Student H: “Why is it important to balance
chemical equations?”
Balancing chemical equations is important
because it ensures that the same number of
atoms of each element is present on both sides
of the equation, accurately representing the
chemical reaction.
Very good, Student H!
(The teacher plays the music)
 (music stops)
Alright, we have Student I!
Student I: “What are the rules for balancing
chemical equations?”
The rules for balancing chemical equations
include only adjusting coefficients, not
subscripts, and ensuring that the number of
atoms of each element is the same on both
sides.
That’s great, Student I!
(The teacher plays the music)

(music stops)
On to the last question! (The teacher plays the
music)

(music stops) Alright, we have Student K!

Absolutely! It seems that you all listened well
during our discussion, very good class!
Continue doing a great job!
Student K: “How does practicing balancing
chemical equations improve your
understanding of chemistry?”
Practicing balancing chemical equations
improves understanding by reinforcing the
concept of conservation of mass, developing
problem-solving skills, and providing
practical application of chemical principles.
(students show positive reaction)

IV. EVALUATION
Part 1. Multiple choice. Encircle the letter of the correct answer.
1. What is the balanced equation for the reaction between hydrogen gas (H₂) and oxygen gas (O₂)
to form water (H₂O)?
a. H₂ + O₂ → H₂O
b. 2H₂ + O₂ → H₂O
c. H₂ + O₂ → 2H₂O

2. Which of the following represents a balanced chemical equation?

a. CH₄ + O₂ → CO₂ + H₂O
b. C₃H₈ + O₂ → CO₂ + H₂O
c. Fe + O₂ → Fe₂O₃

3. The law of conservation of mass states that mass is neither created nor destroyed in a chemical
reaction.
a. True
b. False
c. Maybe
4. Which statement best describes the purpose of balancing chemical equations?
a. To create new substances.
b. To ensure that the number of atoms of each element is the same on both sides of the equation.
c. To increase the speed of chemical reactions.

5. In a balanced chemical equation, the number of atoms of each element is the same on both
sides.
a. True
b. False
c. Maybe

6. These are the letters that represent the elements.

a. Chemical symbol
b. Coefficient
c. Subscript

7. What do coefficients represent in a balanced chemical equation?

a. The number of atoms of each element.
b. The physical state of the substances.
 c. The temperature at which the reaction occurs.

8. What is the purpose of the law of conservation of mass in chemistry?

a. To balance chemical equations.
b. To predict the products of a chemical reaction.
c. To determine the rate of a reaction.

9. These are the small numbers written under the letter, specifically on the lower right side of the
chemical symbol.
a. Chemical symbol
b. Coefficient
c. Subscript

10. What is the balanced equation for the reaction between sodium (Na) and chlorine (Cl₂) to
form sodium chloride (NaCl)?
a. Na + Cl₂ → NaCl
b. Na + Cl₂ → NaCl₂
c. 2Na + Cl₂ → NaCl

Answer key:
1. c 6. a
2. c 7. a
3. a 8. a
4. b 9. c
5. a 10. a

V. ASSIGNMENT
Instructions:
 • Write the balanced chemical equation for each of the following reactions.
• Ensure that the number of atoms of each element is the same on both sides of the
equation.
Equations:
1. H₂ + O₂ → H₂O
2. Na + Cl₂ → NaCl
3. Fe + O₂ → Fe₂O₃
4. NH₃ + O₂ → N₂ + H₂O
5. H₂SO₄ + NaOH → Na₂SO₄ + H₂O

Prepared by:

KYLA MAE P. SIOTECO

 Balancing Chemical Equations Activity Sheet

Name: ______________________________________________________________ Date: ____________________

Grade and Section: ___________________________________________________ Score: ____________________

Instructions:

• Do not eat the candies!

• Sanitize your hands before getting the candies.

Rules for Balancing:

• Do not change subscripts, only coefficients.

• You must have the same number of candies on each side.

1. N H
REACTANTS PRODUCTS
__N2 + __H2 __NH3

2. Al O
REACTANTS PRODUCTS
__Al2O3 __Al + __O2

3. Mg O
REACTANTS PRODUCTS
__Mg + __O2 __MgO